Part 1 Pre-Assessment Using Non-Standardized Assessme 579109

Part 1 Pre Assessment Usingnon Standardized Assessmentsbegin This As

Part 1: Pre-Assessment Using Non-Standardized Assessments Begin this assignment by pre-assessing a small group of students as a continuation of your clinical field experience in Topic 4. In this field experience, you were asked to select a developmentally appropriate and engaging technology-based assessment that was implemented with your identified small group. After assessing the children, write a word summary of the experience. Describe the academic area you assessed, the assessment tool used, the results of the pre-assessment, and your considerations regarding differentiation (why you did or did not differentiate the assessment). When recording the assessment results, keep the information confidential and use pseudonyms for the students.

Part 2: Design and Deliver a Lesson In your Topic 5 field experience you were asked to design and deliver a lesson. Reflecting on your experience, you identified differentiations you would make to your lesson, assessment, and/or assessment procedures in the future. Revise and complete your lesson plan to reflect these differentiations. Part 3 : Analyze Post-Assessment Data and Communicate the Assessment Results After delivering the lesson and post-assessment, begin analyzing the pre- and post-assessment data. Select one student with exceptionalities to provide additional assistance at home.

Write a -word letter to send home to the family of this student that provides feedback regarding his or her performance. This letter should include information regarding the assessment data and suggest a research-based at-home activity that the parents can facilitate to support their child’s development in the domain area. In addition, provide the family a rationale as to why that specific activity is appropriate for meeting their child’s needs, including how the activity supports the child’s transition for the next grade level. Submit the pre-assessment summary, the revised lesson plan, the post-assessment data, the family letter, and the rationale as one deliverable. While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance. Benchmark Information This benchmark assignment assesses the following programmatic competencies: Master of Education in Early Childhood Education and Early Childhood Special Education 3.9: Use data to develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. [CEC 5.5; NAEYC 2c, 6b, InTASC 7(b), 7(e), 10(d), 10(m); ISTE 5c; MC 1] 4.1: Examine assessments and other performance data to develop appropriate goals, curriculum, and teaching strategies for young children. [CEC 4.2; NAEYC 3a; InTASC 6(c), 6(g); ISTE 2d; MC 1] 4.2: Use technology and other appropriate assessment tools and approaches to observe, document, and collect data to inform practice and decision-making. [CEC 5.2; NAEYC 3b; InTASC 6(i)] 4.3 : Practice responsible assessment to promote positive outcomes for each child, providing students with multiple and varied formative and summative assessments and using assistive technology for children with exceptionalities when appropriate. [CEC 4.1; NAEYC 3c; InTASC 6(a), 6(b), 6(e), 6(h); ISTE 2d] 4.4: Develop partnerships with families and professional colleagues to support assessment practices, engage learners, and build effective learning environments. [CEC 4.3; NAEYC 3d; InTASC 6(i); MC 4] 4.5: Engage individuals with exceptionalities to work toward quality learning and performance and provide data-based feedback to guide them. [CEC 4.4; InTASC 6(d), 6(f)]

Paper For Above instruction

Throughout my recent clinical field experiences, I have engaged in multiple assessments aimed at understanding the developmental and academic progress of young children. The focus of this particular assessment was on early literacy skills within a preschool group, utilizing a developmentally appropriate and engaging technology-based assessment tool. This pre-assessment was conducted with a small group of five children, pseudonymously named Alex, Bailey, Casey, Dana, and Eli, to ensure confidentiality.

The assessment tool chosen was an interactive digital story comprehension activity accessible via tablets, which aligns with current best practices for early childhood assessment involving technology (Hsin et al., 2014). The activity involved children listening to a story and then answering questions related to story details and moral lessons. Such tools provide immediate feedback and are engaging for young children, making them suitable for early literacy assessment (Klecker et al., 2019). The academic area assessed was listening comprehension and emerging literacy skills.

The results of the pre-assessment indicated variability among the children. Alex demonstrated strong comprehension skills, correctly answering 85% of the questions, whereas Bailey struggled, with only 40% correct responses. Casey and Dana scored around 70%, indicating emerging skills, while Eli scored approximately 55%. These results guided my considerations regarding differentiation. For instance, Bailey required additional support and scaffolding, such as visual aids and repeated questioning, to engage effectively. In contrast, Alex’s assessment challenged me to extend their learning through more complex story elements and open-ended questions.

Based on these findings, I reflected on how to differentiate assessments effectively. It was clear that flexible approaches—varying questioning strategies, using visual prompts, and providing different levels of task complexity—would better serve diverse learners (Tomlinson, 2014). This process underscored the importance of tailoring assessments not only to developmental levels but also to individual needs to gather accurate data, foster engagement, and support ongoing development.

Building upon this pre-assessment, I designed and delivered a new lesson focused on story comprehension and early literacy skills, integrating differentiation strategies I identified during reflection. I revised my lesson plan to include tiered activities, such as paired story retellings for children needing reinforcement, and open-ended discussions for advanced learners like Alex. I also incorporated visual aids and manipulatives to support children with diverse learning needs, aligning with Universal Design for Learning (UDL) principles (CAST, 2018).

After delivering the lesson, I conducted a post-assessment similar to the initial activity, observing changes in understanding and engagement. Analysis of the data revealed improvements in all children, especially Bailey, whose correct response rate increased to 70%, reflecting the effectiveness of differentiation strategies. Alex maintained a high level of comprehension, now able to discuss more complex aspects of the story, while Ellie showed moderate growth, demonstrating the ongoing need for tailored instructional strategies.

Choosing the student with exceptionalities, I selected Bailey for additional assistance at home. I composed a letter to Bailey’s family, providing feedback on her performance based on assessment data. The letter highlighted Bailey's recent progress and suggested a research-based activity: engaging in daily shared story reading sessions using picture books. This activity supports early literacy development by enhancing vocabulary, comprehension, and narrative skills, consistent with research emphasizing the importance of shared reading in early childhood (Whitehurst & Lonigan, 2001). The rationale for this activity is grounded in the child's emerging literacy needs and the transition to more advanced reading skills in subsequent grades. I also explained how partnering with families at home amplifies learning, fosters a positive home-school connection, and prepares children for future academic success.

In conclusion, this comprehensive process demonstrated the importance of carefully selecting, implementing, and adapting assessment and instructional strategies to promote equitable learning outcomes. Engaging families through meaningful communication, utilizing appropriate technology, and applying evidence-based differentiation practices are essential to supporting children with diverse needs. This experience aligns with professional standards emphasizing ethical assessment, collaboration, and ongoing reflection for continuous improvement in early childhood education (NAEYC, 2020; CAST, 2018).

References

• CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org
• Hsin, C. T., Li, M., & Tsai, C. C. (2014). The influence of young children's use of technology on their learning: A review. Journal of Education and Technology, 29(1), 1-22.
• Klecker, B. M., Deitz, T., & Swanson, E. (2019). Technology-based early literacy assessments: Tool effectiveness and engagement. Early Childhood Education Journal, 47(4), 389-400.
• NAEYC. (2020). Early childhood assessment policy statement. National Association for the Education of Young Children.
• Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. ASCD.
• Whitehurst, G. J., & Lonigan, C. J. (2001). Emergent literacy: Development from different points of view. In S. B. Neuman & D. K. Dickenson (Eds.), Handbook of early literacy research (pp. 11–29). Guilford Press.