1. Examine an early childhood curriculum document from the context where you are studying. How is assessment presented in the document? What forms of assessment are described? Does the language used suggest “schoolification” of early childhood programs?
Going back to observations you conducted in the Chapter Nine companion guide or thinking about a young child you know, what developmental assets can you identify?
3. The following are examples of formative or summative assessments that could be used in combination with one another for different aspects or curriculum areas of learning. Review each and reflect on whether it is formative, summative, or could potentially be used for either purpose (perhaps with modifications). Explain your answer.
Scenario A: The teacher checks student understanding by asking children to give a thumbs up if they understand and thumbs down if they don’t quite get it yet.
Scenario B: The teacher has created a checklist to assess the children’s fine motor skills. When he observes them achieving certain skills (using a tripod grasp, dexterity when handling scissors, ability to string beads, etc.), he checks it off on the checklist. This information is used to support his planning and decisions around which materials and experiences to offer to the children.
Scenario C: The children have been fascinated by the various insects in their playground and this has become an area of study for the class. The teacher takes them on a field trip to the nature centre to speak with some experts. In preparation for this trip, the children discuss which questions they want to ask. After the field trip, they have a whole class meeting. The children are invited to share about what they learned and to identify additional questions they have.
Scenario D: At the beginning and end of the school, the teacher sits down with each child individually and shows them a series of pictures and asks them a set question about each picture. She then records their responses.
Scenario E: The teacher conducts observations of individual and small groups of children during centre time. These observations are recorded as a running record and then carefully reviewed to understand the children’s on-going learning.
Scenario F: Once a month the teacher invites the children’s families to the preschool for an informal afternoon meeting. Sometimes these are social occasions such as a potluck. Other times she has planned an open-ended experience for them to engage in with their children. For example, at one meeting she arranges a variety of art materials on tables (such as paint and clay) and gives them several reflective prompts. She carefully observes family members’ interactions with their children as they engage in the experience. She also circulates and asks the children to tell her about what they are creating.
Scenario G: The teacher gathers student samples of work throughout the year and compiles them in folders. At the end of the year, she uses these samples to assess the children’s learning.
Scenario H: The teacher provides storybooks along with props or puppets so that the children can act out the stories they have been reading in class. During centre time, the children engage in dramatic play with these props and retell the stories. The teacher sometimes asks them questions to see what they understand.
Scenario I: At the end of a project focused on the community, family and community members are invited into the classroom to see the models the children have created of their community and are encouraged to ask questions about their learning.
1. Review the scenarios in #3. Which of these are authentic assessments? Are there ways these could be changed to become more authentic?
2. Research assessments used in early childhood classrooms. What other forms of formative and summative assessments can be added to those described here?
