PEERS POST:<\/p>\n
\u00b7 Select one informal assessment from Table 12.3 of the text.<\/p>\n
The informal assessment that I choose is time\/event sampling.<\/p>\n
\u00b7 Discuss why you feel it is an effective form of assessment to use in your future role as an educator.<\/p>\n
I believe this method of assessment will work in the future since I will be working in an elementary setting. I feel that this can really work for any age group not just in a preschool learning environment. The observation “provides educators, parents, and families with critical information about a child’s development and growth.” Resources for Early Learning. (n.d.). I like this assessment because the teacher had to create different goals that align with the student themselves. \u201cSara\u201d may not have the same goals as \u201cJohn\u201d. With this I would have to establish the goal, observe the student, track the progress and record all data observed. By doing this I will be able to see or notice the cause and effect I will also be able to see different patterns and behaviors and I will have a documentation when they occur.<\/p>\n
\u00b7 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.<\/p>\n
Being an educator, I just finished administering the Assessment. The biggest thing I have to take into account is if the goal had been met. If the goal has been met, I would document that it had been met. If not, I may take a different approach to the goal. ” If the student demonstrates progress during the time and setting that has been recorded, the aim was accomplished so the curriculum will not change. But if the children are not showing progress, the curriculum should change. According to Rencken, K. S (1994). “The observation provides the information so that the planning can satisfy the individual needs” PG 51. If the student is not meeting the goals, I would also change up the way I am teaching things I could be teaching things in a way they don\u2019t understand. I would change my curriculum and take a different approach.<\/p>\n
\u00b7 Explain how you will share the assessment results with families considering the following:<\/p>\n
\u00b7 How you will communicate with them (e.g., email, phone call, etc.).<\/p>\n
\u00b7 How you will explain the results.<\/p>\n
\u00b7 The ways your approach is inclusive of family, culture, and individual differences.<\/p>\n
For me my relationship with a student\u2019s family is extremely important. You want the family to feel involved in their child\u2019s education. By doing assessments and keeping track and documentation you can see if the same patterns are falling around the same time. My first method of communication with a parent would be a face-to-face parent meeting this could be done at \u201cmeet the teacher\u201d or when the parent is able to meet. I would do the best of my ability to meet the parent at their convenience I know this is not always the case. After I would set some kind of classroom communication up to where the parent could log on and see progress their child is making. I would send home weekly progress notes as well just so that the parent is aware of their child\u2019s strengths and weaknesses. I feel that an open line of communication with parents is what\u2019s best for a student. I would explain to the parents what I am looking for and how I feel the child is meeting these goals.<\/p>\n
-Misty<\/p>\n
MY POST:<\/p>\n
The selected informal assessment from Table 12.3 is child interviews. The Assessment involves obtaining first-hand information from the children (Copple & Bredekamp, 2009). Educators can conduct interviews at any time during the learning period. The assessment approach is the best to use because it aids educators in identifying children\u2019s challenges, needs, and reasoning capacity. After that, the knowledge about the children can be used in improving the curriculum or preparing formal assessments.<\/p>\n
Furthermore, child interviews can help behavior management since educators obtain unique information regarding every child (Copple & Bredekamp, 2009). Lastly, interviews help the educators establish a good report with the children. A good relationship between the teacher and the child is essential to understand more issues and address them.<\/p>\n
According to the texts, relationship with children forms a basis for learning. After the child interview, I may understand the children\u2019s perceptions of the teaching process as an educator. The information will then be incorporated into the teaching and learning approaches to help the children further (NAEYC, 2009). Informal interviews can provide data on children\u2019s social backgrounds. Such data is helpful for the children because it aids in preparing a curriculum that meets their development and learning needs influencing by multiple social and cultural contexts (NAEYC, 2009).<\/p>\n
The best way to share the assessment results with the parents is through emails. Emails are quick to send and accessible from anywhere. Also, emails allow sending multiple files, including images, PDFs, and documents. I will explain the results by first communicating the child interviews objectives. The parents must understand why their children were interviewed. After presenting the assessment reasons, I will send their children\u2019s scores. A combination of goals and scores will Help parents in understanding their children\u2019s progress and help them where necessary. They could also visit the school for more discussions.<\/p>\n
References<\/p>\n
Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. National Association for the Education of Young Children.<\/p>\n
NAEYC (Adopted, 2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, pp. 1-31<\/p>\n
Respond to your peers\u2019 response. Compare and contrast the assessmen ts to your own post.<\/p>\n
1. Your responses must address the following questions:<\/p>\n
\uf0b7 How are the assessments alike?<\/p>\n
\uf0b7 How are the assessments different?<\/p>\n
\uf0b7 What are the strengths of your peer\u2019s chosen assessment?<\/p>\n
\uf0b7 What are the weaknesses of your peer\u2019s chosen assessment?<\/p>\n
\uf0b7 How can both assessments inform instructional decisions?<\/p>\n","protected":false},"excerpt":{"rendered":"
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