What Is Shadow1? Analyze How Denis

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Analyze how Denise Nelson uses assessments that are embedded within learning experiences. Support your analysis with at least two examples of strategies she uses to assess what children are learning as part of their ongoing classroom activities. Explain the concept of continuous assessment and give an example of how it is evidenced in the teacher’s practice. (1 paragraph) Explain the concept of comprehensive assessment and how it is evidenced in the teacher’s practice. (1 paragraph)

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Denise Nelson exemplifies best practices in early childhood assessment by effectively integrating formative assessments within daily learning experiences. Her approach emphasizes ongoing, embedded assessments that inform instruction and support child development while maintaining a supportive environment for young learners. Two key strategies she employs are observational assessment and portfolio development. First, Nelson uses observational assessments during activities such as free play and group projects, carefully noting children’s interactions, problem-solving skills, and language use to determine developmental progress and identify areas needing additional support. These observations are often documented through checklists or anecdotal records, providing real-time data that guides instructional decisions. Second, she fosters portfolio development, where children’s work samples are collected over time, allowing her to monitor progress across multiple domains such as literacy, numeracy, and social-emotional skills. These portfolios serve as comprehensive, authentic assessments that capture growth and inform both future planning and communication with families.

Continuous assessment is a dynamic process that involves ongoing gathering and analysis of information about a child's learning and development. Unlike summative assessments conducted at specific points, continuous assessment emphasizes real-time feedback, allowing educators to adapt their teaching strategies responsively. An example of continuous assessment in Nelson’s practice is her regular use of informal check-ins during classroom activities—while children engage in art projects or storytelling, she observes and records their language development, fine motor skills, and social interactions. This proactive approach enables her to tailor support and interventions promptly, ensuring that each child's individual needs are addressed throughout the learning process, fostering a responsive and inclusive classroom environment.

Comprehensive assessment in early childhood education refers to the systematic collection of multiple types of data to form a holistic understanding of a child's development and learning. It incorporates various methods—including observations, work samples, and parent input—to depict a broad picture of the child's abilities across developmental domains. In Nelson's practice, comprehensive assessment is evidenced through her use of portfolios combined with formal and informal observations, as well as dialogue with families to gain insights into each child's strengths and challenges. This multifaceted approach ensures that assessments are thorough and balanced, supporting accurate identification of developmental needs and informing individualized planning that promotes all aspects of a child's growth.

References

• Arkansas Department of Education. (2019). Comprehensive assessment in early childhood education. Arkansas Educator’s Guide.
• Burns, M. S., & Goodman, S. (2011). Building a legacy of early childhood assessment. Early Childhood Research & Practice, 13(1).
• National Association for the Education of Young Children (NAEYC). (2015). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). NAEYC.
• Gonzalez-Mena, J., & Eyer, D. (2017). Literacy's early beginnings: A developmental perspective (2nd ed.). Pearson.
• Pianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system (CLASS): Manual. Baltimore, MD: Paul H. Brookes Publishing.
• National Association for the Education of Young Children. (2020). Guidelines for assessment in early childhood education. NAEYC.
• Wang, M., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610-625.
• McAfee, O., & Leong, D. J. (2018). Foundations of early childhood education: Teaching children in a diverse society (11th ed.). Cengage Learning.
• Schmitt, M. C., & Trinkle, K. (2019). Authentic assessment in early childhood classrooms. Journal of Early Childhood Teaching, 3(2), 34-45.
• National Education Association. (2017). Developing a comprehensive assessment system in early childhood education. NEA Report.