8083 MD3 Dis
5
Assignment Task Part 2
Read a selection of your colleagues’ postings. Respond to two of your colleagues whose posts are different from yours in the following ways below of 125 words each:
· Selection of a different formal assessment: Review the Mental Measurements Yearbook (available through the Walden Library) and verify the information posted on use, validity and reliability OR find a research article discussing this assessment. Analyze your colleague’s response. Explain why you agree or disagree with the information in the post, adding information from your selected source. Add information your colleagues need to know about this assessment.
Selection of a different formative or informal assessment for modification. Respond by discussing why or why not the assessment is developmentally appropriate using NAEYC standards
7 days ago
Katheryn Gonzales
RE: Discussion - Module 3
Top of Form
Age Group: K
What are Assessments Used For:
The National Board for Professional Teaching Standards (NBPTS) states that teachers use assessments for a purpose. Those purposes are articulated to parents and families as objectives and goals for children to obtain. Assessments can be formative, summative, informal, and formal. Professional teachers should also develop a comprehensive picture of the whole child, including the cognitive, social, physical, and language domains (NBPTS, 2012). At times, teachers may need to provide accommodations, which is when the student is taught the same material but in a different way. Or, other times, a teacher may need to make modifications for a student; this is when a teacher changes what a student is taught or expected to learn (Differences Between Accommodations and Modifications, n.d.).
Running records are a formative assessment that teachers use to observe students' reading behaviors. This assessment is meant to be given often to observe students' cognitive thinking while reading and assess a student's language (Briceno & Klien, 2019). Teachers take notes while a student is reading and then analyze the data to determine the next steps and strategies to be taught during a guided reading lesson (Stegman, 2015). Running records are quick formative assessments teachers can take informally to help guide instruction. This assessment can be used to share with families the students reading level and how parents and families can support their children when they read at home.
Running records can be accommodated to meet the needs of dual language learners. For example, teachers can offer sufficient processing time as children read. Teachers can modify running records by not counting miscues like leaving off word endings or counting errors for words that are mispronounced due to language differences. Dual language learners will have background knowledge from their native language that needs to be accounted for (Wida, 2013).
The Georgia Kindergarten Inventory of Developing Skills (GKIDS) is a performance-based assessment given to Georgia kindergarten students that align with Georgia state content standards. This assessment is meant to provide teachers ongoing diagnostic information about a kindergarten student developing skills in cognitive, social-emotional, language, and physical domains. Throughout the year, the teacher will assess the student by offering performance-based tasks and determine if the child is demonstrating, not yet demonstrating, emerging, or exceeding standards. Throughout the year, the test is formative as it allows teachers to know where to target instructions and how to plan interventions for student success. The test is summative at the end of the year, letting teachers know if students met state standards. Teachers use GKIDS information to inform parents and caregivers of students' development and identify areas of concern.
The GKIDS assessment can be accommodated to meet the needs of students with disabilities by offering one on one assessment practices, which is essential when meeting with kindergarten students with special needs. The assessment can also be given in a separate location to help students focus or pay attention to the teacher as questions are being asked.
Authentic assessments are another way to assess kindergarten students' knowledge. These assessments are an alternative to paper-pencil assessments (Petre, 2014). Alternative assessments like project-based learning are a great way to motivate students to show what they have learned. These assessments can be in the form of posters, story baskets to retell, and many other creative alternative ways for exceptional students to share what they know. Teachers can communicate with parents about upcoming projects and give families learning objectives and outcomes for what students should know.
Briceño, A., & Klein, A. F. (2019). A Second Lens on Formative Reading Assessment With
Multilingual Students. Reading Teacher, 72(5), 611–621. https://doi.org/10.1002/trtr.1774
Differences Between Accommodations and Modifications. (n.d.). https://www.azdisabilitylaw.org/wp-content/uploads/2021/01/Differences-between-Accommodations-and-Modifications.pdf
National Board for Professional Teaching Standards (NBPTS). (2012). Early childhood
generalist standards (3rd ed.). http://boardcertifiedteachers.org/sites/default/files/EC-GEN.pdf
PETRE, A.-L. (2014). Stimulating Learning Motivation of Early Education and Primary School
Students through Alternative Methods of Assessment. Journal Plus Education / Educatia Plus, 10(2), 303–312.
Stegman, B. (2015). Formative Assessment: 7 Tips to Make Running Records Manageable and
Useful. George Lucas Educational Foundation. https://www.edutopia.org/blog/make-running-records-manageable-useful-bridget-stegman
Wida. (2013, March 13). WIDA Blog: Running Records and ELLs: Miscue Analysis. WIDA Blog. http://widaatwcer.blogspot.com/2013/03/running-records-and-ells-miscue-analysis.html
Lua shanks
Assessing for Development, Emerging Knowledge, Intervention, and Modifying Based on the Needs of Students
Readiness, Emerging Content Knowledge, and Intervention Assessments This article will explore evaluations that target kindergarten readiness abilities, developing topic understanding, and intervention. This article will describe in detail how these evaluations are utilized to address the three categories mentioned above. This information may be utilized to influence teaching and learning for the selected age range, as well as shared with families. Modifying developing subject knowledge exams for dual language learners and children with impairments will also be discussed.
Assessing a child's preparedness is critical to effective education. Preschool readiness tests are one way to measure kindergarten preparedness. Preschool readiness is measured in four domains: language and literacy, arithmetic, physical development, and social skills. Readiness checks are credible and trustworthy judgments (NAEYC, 2011). Readiness tests assist instructors vary teaching and overcome learning gaps by identifying children's strengths and shortcomings. During the first several weeks of school, instructors assess each child's preparation for kindergarten by observing, asking questions, and assessing performance (Ready at Five, 2020). Readiness checks are associated with the early learning and developmental standards and coincide with the state content requirements for kindergarten. This form of evaluation gives the instructor a picture of a child's knowledge compared to peers. Observations are another useful tool.
Teachers might use observations to learn more about a child's classroom behavior. Observations help instructors learn about a child's growth, interests, and needs. Observations are not one-time appraisals of a child's ability. Teachers may gather data on a child's habits and activities by continuously observing them. For example, a teacher could notice a youngster doesn't connect with books or write, and wonder what it means for the child. Observations enable instructors to gather information on a kid's development and needs across several domains, enabling them to see the child as a whole (Gillis, West., & Coleman, 2010).
References
Gillis, M., West, T., & Coleman, M. (2010). Assessment in early childhood. Retrieved from http://www.getreadytoread.org/screening-tools/supportive-materials-for- elors/assessment-in-early-childhood
elors/assessment-in-early-childhood
NAEYC. (2011). Developing kindergarten readiness and other large-scale assessment systems. Retrieved from http://nieer.org/wpcontent/uploads/2012/03/Assessment_Systems.pdf
Ready at Five. (2020). How is school readiness measured? Retrieved from https://www.readyatfive.org/school-readiness-data/how-is-school-readiness- measured.html