75 words per response – due in 2 hours –
Guided Response: Read several peers’ responses and choose two peers who selected a different assessment than you. Compare and contrast the assessments. Your responses must address the following questions:
· How are the assessments alike?
· How are the assessments different?
· What are the strengths of your peer’s chosen assessment?
· What are the weaknesses of your peer’s chosen assessment?
· How can both assessments inform instructional decisions?
I chose the daily log because I feel that this can help with many different situations when it comes to children. I can use it for behavior issues, development of children, or when a new child starts finding what interests they may have or difficulties. With the log I can observe the child throughout the day and make notes of encounters throughout the day.
When thinking about administering the daily log I can make notes while doing the lesson plan about the children I have been observing and if they succeeded or encountered any difficulties while doing the lesson plan. After making my assessments I can use what I observed to create, in the future, activities with ability adjustments for the children or age group that needs some more assistant or even needs more of a challenge. Self- assessment and open-ended questions will be helpful with making these adjustments for future plans. Jaruszewicz (2019) says that “children can provide information about what they know and what they can do through self-assessment, which helps teachers document their growth and learning” (12.2). With self-assessment and open ended questions I can write down the children’s thoughts on the lesson plan or activity and then adjust where needed for future plans. Open ended questions and self-assessment can be used even when behavior problems are found. This can help the children work through the problem and learn from them as well. At this time as a teacher or caregiver I can determine which areas the child understands or does not understand with their development.
Communicating with families is very important, communication can help with any problems that the children may be encountering, the family can make you aware of any changes they may be going through. Depending on the situation that you will be communicating with the parents about may have a different form of communication. For example, if you are informing them of upcoming events, emails and flyers would be a good idea, if it is a behavior problem or accident a phone call would be helpful, and if you just want to let them know about something they succeeded in when you see them face to face is a good form of communication. In terms of the assessment I think this also will determine what kind of communication I will be having with the families. If we are discussing their behavior, I would do this both on the phone and face to face. I will explain to them what I have observed what actions were taken and remind them about expectations we have of our children (like keeping their hands to themselves). I will also ask them if they have any ideas as to what can help us with this behavior, and discuss with them any questions or concerns they have. After creating a relationship with my families I will be able to determine what approach or who I should speak to when it comes to contacting and communicating with them about their children.
Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators.
Retrieved from https://content.ashford.edu/
· Discuss why you feel it is an effective form of assessment to use in your future role as an educator.
“Informal assessments match curriculum goals, actively involve children and families, focus on change and growth overtime, and occur in real time in the classroom or care setting” (Jaruszewicz, C. 2019). Currently I use anecdotal observations is my classroom and I feel that they are effective in documenting the children on a daily basis. I have a binder that I keep my observations in; each child has their own individual tab. Things that I look for when writing my notes are accomplishments made daily as well as any concerns that I may have. Keeping these notes allow me to voice my concerns to our specialists in my program.
· As an educator, imagine you have just administered the assessment. Describe how specifically you will use this measurement to make instructional decisions about curriculum. Support your choices with the course text.
“The primary goal of a developmentally appropriate approach to assessment is to inform your practices so that the curriculum you implement matches the developmental needs and interests of the children in your care or classroom” (Jaruszewicz, C. 2019). Although a classroom consists of three and four years not all of the children will be at the same developmental level, therefore more often than not the educator will need to make adjustments to his or her curriculum to meet all children’s needs. Being able to see visuals of each child will better assist when preparing curriculum.
Explain how you will share the assessment results with families considering the following:
· How you will communicate with them (e.g., email, phone call, etc.).
· How you will explain the results.
· The ways your approach is inclusive of family, culture and individual differences.
When first sharing assessment results with my student’s family I will request a face to face conference. I feel having a face to face conversation will not only let me voice my concerns with family, they will also be able to discuss any concerns that they have at home. After the first initial meeting to go over my observations I will set up a weekly communication via phone or email. Telling a parent that their child may have delays or behavioral problems can be a touchy subject; no parent wants to hear neither about their child. When first explaining the results I will discuss how I made my observations along with showing any documentations such as the time, place, and incident.
Jaruszewicz, C.(2019). Curriculum and methods [Electronic version}. Retrieved
THIS IS MY POST BELOW:
The informal assessment chosen is checklists. A checklist is an effective form of assessment since it would enable a teacher to assess the students in specific fields. They would enable me to communicate the student’s learning abilities and needs to his/her parents. This is because they would record observations systematically. With the checklist, I would be able to document attitudes, behaviors and the skills which the students would develop.
I would use the checklist to record the behaviors of children over time. The checklist would be important for continuously assessing the children. This is because it would provide a list of areas in which children have perfected and the list of areas or fields which the children are yet to perfect.
In order to use the checklist, I will list skills and behaviors which I feel are essential for children to have. I will then be ticking in the list the skills on a daily basis. This will happen during classes. The checklist will also assess students’ ability to comprehend language and to speak clearly. The results of the assessments will be used to make instructional decisions by focusing on the areas in which students are not good at. Basically, the curriculum will be adjusting to help students improve in their areas of weakness.
The assessment results will be sent via email. I will explain the results by comparing them with the standards and educational goals of the curriculum. I will list the values which the student has managed to learn and the ones which he/she did not manage to learn. My approach is inclusive of family, culture and individual differences since it states the necessary values for family and culture. All values and individual differences are included in the checklist.
Fantuzzo et al (2015). Family Involvement Questionnaire: A multivariate assessment of family participation in early childhood education. Journal of educational psychology, 92(2), 367.
Jaruszewicz (2019). Curriculum and methods for early childhood educators[Electronic version]. Retrieved from https://content.ashford.edu/