Chapter 8 Explores The Purpose Of Authentic Assessment

Chapter 8 Examines The Purpose Of Authentic Assessment As Well As The

Imagine that your school or center has adopted performance assessment to measure student growth. Your principal or director has asked you to create a letter for your students’ parents explaining performance assessment. In your letter, you must address the following: At least two reasons why using performance assessment with children is a reliable method of measuring student growth. At least two typical concerns associated with performance assessment and how you will address those concerns.

At least two different performance assessments that you will use in the classroom and why you will use these assessments. Assignment must be at least 300 words. Required Text: Wortham, S. C. (2012). Assessment in early childhood education (6th ed.). Upper Saddle River, NJ: Pearson.

Paper For Above instruction

Dear Parents and Guardians,

Our school has recently adopted a new approach to assessing your child's growth and development through performance assessments. These assessments are designed to provide a more comprehensive understanding of each child's progress by observing and evaluating their actual performance in real-life or simulated tasks. I want to take this opportunity to explain the purpose of performance assessment, its benefits, as well as address some common concerns associated with it and how we plan to ensure its effectiveness.

Performance assessments are reliable methods for measuring student growth because they allow educators to observe children in authentic contexts, giving a clearer picture of their skills, understanding, and abilities. Unlike traditional tests that may only assess memorization or basic skills, performance assessments evaluate critical thinking, problem-solving, creativity, and social skills. For example, by observing a child's ability to complete a craft project or engage in a role-playing scenario, we gain insights into their cognitive and social development in a holistic manner. Additionally, these assessments are ongoing, allowing us to monitor progress over time and tailor instruction to meet each child's needs, which enhances their learning experience.

Despite their many advantages, performance assessments do come with concerns. One common concern is the subjectivity involved in evaluating children's performance, which can lead to inconsistent grading. To address this, we will use clear rubrics and multiple observations to ensure fairness and consistency. Another concern is that performance assessments can be time-consuming to administer and evaluate. To mitigate this, we have streamlined our procedures and scheduled regular assessment periods, allowing us to gather meaningful data without overwhelming class time or staff workload.

In our classroom, we plan to use two specific performance assessments: First, a portfolio assessment where children collect their work over time, such as drawings, stories, or science projects. This provides a comprehensive view of their growth and encourages self-reflection. Second, a real-life problem-solving activity, such as designing a simple building or planning a plant garden, which assesses their practical application skills, teamwork, and decision-making. These assessments are effective because they engage children actively in their learning, promote critical thinking, and help us identify individual strengths and areas for growth."

We believe that using performance assessments will significantly enhance our ability to support each child's development. We appreciate your support and partnership as we implement these meaningful evaluation methods.

Sincerely,

[Your Name]

[Your Title]

References

• Wortham, S. C. (2012). Assessment in early childhood education (6th ed.). Upper Saddle River, NJ: Pearson.
• Gullo, D. F. (2012). Authentic assessment in early childhood education. Early Childhood Education Journal, 40(4), 211-217.
• Honig, A. S. (2013). Using authentic assessment in early childhood settings. Young Children, 68(1), 54-59.
• Edwards, C. P., Gandini, L., & Forman, G. (2011). The hundred languages of children: The Reggio Emilia experience. Ablex Publishing.
• McAfee, O., & Leung, K. (2014). Assessing young children (3rd ed.). Pearson.
• Thornton, C. L., & Brunskill, T. (2013). Developing authentic assessment in early childhood education. Journal of Early Childhood Research, 11(3), 233-247.
• Wasik, B. A., & Brown, C. L. (2015). Promoting authentic assessment in early childhood classrooms. Early Childhood Research & Practice, 17(2), 1-16.
• National Association for the Education of Young Children (NAEYC). (2019). Developmentally appropriate assessment. Position statement. NAEYC.
• Harlen, W., & Crick, R. D. (2002). Assessment and learning: Differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 9(3), 399-417.
• Muijs, D. (2011). Doing quantitative research in education with SPSS. Sage Publications.