Informal Early Childhood Assessment

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The summary of the learning goals to the appropriate assessments is in the chart below. The chart is broken down into three sections and then examples and reasoning for assessments are provided. While being a preschool teacher, I realize that there are limits to assessments. The assessment that is used most is informal assessment which can include oral discussion, observation, etc. One of the main strengths of informal assessments is that you can do the without a lot of planning and expense. They are less stressful for students because they often do not realize they are undergoing an assessment. You can receive immediate data and then plan accordingly. With a formal assessment administered to the entire class, it takes time to grade the work …show more content…
My learning goals are as follows: The learner will develop an appreciation for their five senses; The learner will develop and understanding of the five senses; The learner will learn vocabulary of each of the five senses; The learner will know the differences between the five senses; The learner will read and write information about the five senses. An informal early childhood assessment doesn't use benchmark scores, standardized tests or cut-off-line data. It can include a continuous record of the student's progress, such as anecdotal notes, recordings, or observations, according to Susan Bowers, a professor of early childhood studies, writing on the website Early Childhood News. A running informal assessment allows you to compare the child's progress over time to note how he is developing. This provides a more accurate picture of his overall growth and learning abilities than a one-time test or standardized evaluation can do. You can also use this type of assessment to inform your own teaching practices. As you observe and review the child's progress, you can see the role that the curriculum and instruction play in his ability to learn. This allows you to adapt and provide the best possible instruction for the young
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