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Standard Three: Observing, documenting and assessing to supp

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Carrie Nepstad

on 3 October 2015

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Transcript of Standard Three: Observing, documenting and assessing to supp

Standard Three: Observing, documenting and assessing to support young children and families
Standard Three
Candidates prepared in early childhood degree programs understand that child observation, documentation and other forms of assessment are central to the practice of all early childhood professionals. They know about and understand the goals, benefits, and uses of assessment.

They know about and use systematic observations, documentation, and other effective assessment strategies in responsible a way, in partnership with families and other professionals, to positively influence the development of every child.
3a. Understanding the goals, benefits, and uses of assessment
Well-prepared early childhood candidates can explain the central
goals, benefits, and uses of assessment
. In considering the goals of assessment, candidates articulate and apply the concept of "alignment" - good assessment is consistent with and connected to appropriate goals, curriculum, and teaching strategies for young children. They know how to use assessment as a positive tool that supports children's develop and and learning, and that improves outcomes for young children and families,

Candidates are able to explain such positive uses of assessment and exemplify them in their own work, while also showing awareness of the potential negative uses of assessment in early childhood programs and policies.
3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches, including the use of technology in documentation, assessment and data collection.
Many aspects of effective assessment require collaboration with families and with other professionals. Through partnerships with families and professional colleagues, candidates use positive assessment to identify the strengths of families and children and to develop effective learning environments. Through appropriate screening and referral, assessment may also result in identifying children who may benefit from special services. Both family members and, as appropriate, members of inter-professional teams may be involved in assessing children's development, strengths, and needs.

As new practitioners, candidates may have had limited opportunities to experience such partnerships, but they demonstrate essential knowledge and core skills in team building and in communicating with families and colleagues from other disciplines.
3c. Understanding and practicing responsible assessment to promote positive outcomes for each child, including the use of assistive technology in documentation, assessment and data collection.
3d. Knowing about assessment partnerships with families and with professional colleagues to build effective learning environments
Although assessment can be a positive tool for early childhood professionals, it has also been used in inappropriate and harmful ways. Well-prepared candidates understand that responsible assessment is ethically grounded and guided by sound professional standards. It is collaborative and open.

Responsible assessment supports children, rather than being used to exclude them or deny them services. Candidates demonstrate understanding of appropriate, responsible assessment practices for culturally and linguistically diverse children and for children with developmental delays, disabilities, or other special characteristics. Finally, candidates demonstrate knowledge of legal and ethical issues, current educational concerns and controversies, and appropriate practices in the assessment of diverse young children.
http://community.fpg.unc.edu/connect-modules/learners/module-5/step-3/b-definition
Click the link below to view 3 video clips about assistive technology:
1) definition, 2) equipment, 3) adaptations
Read Chapter 10 "The Use of Documentation in an Inquiry-Based Classroom" and then take Quiz.
Read the NAEYC "Where We Stand" document about assessment below
Documentation: click the link below, and look through various projects titled "Powered by Play". These are very good examples of documentation
http://www.teachpreschool.org/powered-by-play/
Read NAEYC article,
"Framing the Assessment Discussion"
by Jacqueline Jones. Spotlight Young Children and Assessment (blue handout).
Example of teacher Research documentation
Although definitions vary, in these standards the term "assessment" includes all methods through which early childhood professionals gain understanding of children's development and learning. Ongoing, systematic observations and other informal assessments are essential in order for candidates to appreciate children's unique qualities, to develop appropriate goals, and to plan, implement, and evaluate effective curriculum. although assessment may take many forms, early childhood candidates demonstrated its central role by embedding assessment-related activities in curriculum and in daily routines, so that assessment becomes a habitual part of professional life.
Early childhood assessment includes observation, documentation, and other appropriate assessment strategies. Effective teaching of young children begins with thoughtful, appreciative, systematic observation and documentation of each child's unique qualities, strengths, and needs. Observation gives insight into how young children develop and respond to opportunities and obstacles in their lives. Observing young children in classrooms, homes, and communities helps candidates develop a broad sense of who children are - as individuals, as group members, as family members, as members of cultural and linguistic communities.

Candidates demonstrate skills in conducting systematic observations, interpreting those observations, and reflecting on their significance. Because spontaneous play is such a powerful window on all aspects of children's development, well-prepared candidates create opportunities to observe children in playful situations as well as in form formal learning contexts. Candidates practice a variety of formative and summative, qualitative and standardized assessment tools and strategies.
Time Sampling
http://www.eyejot.com/mview?g=3CE4D72641776B00004E981672
Which area of the classroom is most utilized by
the children during free play time?
On your paper, write down the different areas of the classroom (dress-up area, library, art area, manipulatives, etc.)
In one hour, you will take note of how many children are in each area of the classroom, using tally marks, every ten minutes.
Note how many children are in each area, wait ten minutes and then note how many children are in each area, wait ten minutes, and so on until you have 6 intervals.
Time
Sampling:
Choose how
to display
your data
Organize your data
Include segments from your observation log, photos, and samples. You should also include some reflective statements about what you have learned based on the evidence you have collected.
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