Purposes Of Assessment This Week: You Will Use A Case Scenar

Purposes Of Assessmentthis Week You Will Use A Case Scenario To Discus

There is been much talk in the media about assessment, and parents and professionals often question the value of all of the assessments that are given in early childhood. You are a 3rd grade educator in a private elementary school. Your administrator has asked you and three colleagues to prepare a presentation for other early childhood professionals at your school. To prepare for the presentation at a “Brown Bag Lunch,” you are to choose one of the four purposes of assessment discussed in Chapter 1 of Assessment in Early Childhood Education: 1. Promote children’s learning and development 2. Identify children for health and social services 3. Monitor trends and evaluate programs and services 4. Assess academic achievement for accountability. Explain how the purpose of assessment has changed over time in early childhood development and why. Specifically discuss trends and issues that have historically occurred in relation to this purpose.

In addition, find one outside resource on this purpose to discuss and share as an attachment on the Discussion Board. This resource can be a website, journal article, video or other professional resource. Finally, discuss how this purpose of assessment is aligned with the NAEYC position statement of ethical conduct and is valuable for the student, parent, educators, and administrators.

Paper For Above instruction

Assessment plays a crucial role in early childhood education, serving multiple purposes that influence the development, well-being, and educational trajectories of young children. Over time, the purpose of assessment has evolved significantly, reflecting shifts in educational philosophy, societal expectations, and advancements in research. The four primary purposes outlined—promoting children's learning and development, identifying children for health and social services, monitoring trends and evaluating programs, and assessing academic achievement for accountability—each have unique historical trajectories and contemporary significance.

Promotion of children’s learning and development has been historically central to early childhood assessment, rooted in developmental and educational theories emphasizing child-centered growth. Early assessments aimed to understand individual progress, inform instruction, and support tailored interventions. In the past, assessments were primarily observational and qualitative, reflecting a philosophy that valued holistic development. However, in recent decades, there has been a trend towards more standardized measures, driven by accountability and policy mandates (Gordon & Browne, 2015). This shift has sometimes raised concerns about the balance between developmental appropriateness and accountability pressures.

The purpose of identifying children for health and social services emerged prominently in response to increased awareness of diverse developmental and social needs, especially for children from underserved communities. Historically, this was prompted by public health initiatives and child welfare movements in the 20th century, recognizing that early identification of needs could lead to timely interventions (Shonkoff & Phillips, 2000). Over time, assessment tools became more structured and standardized, yet the core aim remained: ensuring children receive necessary services to support optimal development.

Monitoring trends and evaluating programs and services have gained importance with the rise of accountability-driven education policies, such as No Child Left Behind and ESSA. Historically, program evaluation was less formal, often based on anecdotal evidence. As federal and state agencies began to require data-driven reports, assessment practices diversified to include data collection on a broader scale to inform policy and funding decisions (Pianta & Hamre, 2009). While this has facilitated program improvements, it has also sparked debate about the adequacy of standardized measures for capturing the richness of early childhood experiences.

The assessment of academic achievement for accountability has arguably experienced the most dramatic transformation. Historically, early childhood education focused less on formal testing, emphasizing play-based learning and developmental appropriateness. In the late 20th and early 21st centuries, however, a surge in standardized testing for accountability purposes has significantly impacted early childhood assessment practices. Critics argue this shift risks narrowing the curriculum and overlooking developmental needs in favor of measurable outcomes (Airasian, 2000). Nevertheless, proponents see it as a way to ensure educational standards and accountability at the policy level.

One illustrative resource is the article “Assessing Young Children: Understanding the Disparities,” which discusses the balance between developmental appropriateness and accountability measures. This article emphasizes the importance of aligning assessment practices with ethical standards outlined by NAEYC, which stress respect, validity, and the child's best interests (NAEYC, 2020). The guidelines advocate for assessments that are inclusive, culturally responsive, and facilitate meaningful learning rather than merely collecting data for compliance.

Aligning assessment purposes with the NAEYC Code of Ethical Conduct underscores the importance of integrity, respect for diversity, and the child's well-being. Accurate and ethical assessment practices benefit students by tailoring instruction to their needs, support parents through transparent communication, and assist educators and administrators in making informed decisions. Ultimately, the evolution of assessment purposes reflects a dynamic balance between supporting individual development and meeting societal expectations for accountability and quality in early childhood education.

References

• Airasian, P. W. (2000). Classroom assessment: Concepts and applications (4th ed.). McGraw-Hill.
• Gordon, R. R., & Browne, S. L. (2015). Developmentally appropriate practice in early childhood programs serving children from birth through age 8. National Association for the Education of Young Children.
• NAEYC. (2020). Code of Ethical Conduct and Statement of Commitment. National Association for the Education of Young Children.
• Pianta, R. C., & Hamre, B. K. (2009). Conceptual and research foundations of teacher-student relationships. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 365–392). Routledge.
• Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.