Mary Anderson's Portfolio



Formal and Informal Assessment for Young ChildrenMary Stewart AndersonHouston Baptist UniversityFormal and Informal Assessment for Young ChildrenAssessment is the process of collecting information and is essential to any education program for young children. According to the Southern Early Childhood Association (SECA, 2000), the purpose of assessment of young children is to make decisions about learning and developmental needs and must function to improve chances for education and growth. SECA (2000) also states that best practices for the assessment of young children include both formal and informal strategies over different time periods and across different contexts that are carefully chosen based on the student’s needs. The purpose of incorporating both types of assessment is that it provides a clearer representation from which to base instructional decisions. According to the Federation for Children with Special Needs (FCSN, 2015), formal assessment is structured and controlled by a specific protocol outlined by test-makers in an attempt to plan for extraneous factors. Formal assessments can be norm-referenced in which the outcomes are compared to a normative population of children the same age or criterion-referenced in which the results are based on curriculum or taught objectives (FCSN, 2015). Some types of formal assessment for young children include the Early Start Denver Model (ESDM), the Vineland Adaptive Behavior Scales, and the Woodcock Johnson III. The ESDM can be used to assess children ages 12 to 48 months in receptive communication, expressive communication, social skills, imitation, cognition, play, behavior, personal independence, fine motor skills, and gross motor skills (Autism Speaks, 2015). The Vineland Adaptive Behavior Scales is an assessment used to assess children from birth to adults aged 90. It is used to assess five domains: communication, daily living skills, socialization, motor skills, and maladaptive domains (Pearson, 2015). The Woodcock-Johnson III is a set of tests measuring general intellectual ability, specific cognitive abilities, oral language, and academic achievement in children age 2 to adults age 90+ (Houghton Mifflin Harcourt, 2015). Informal assessment is more accessible, more flexible, and takes place in a more natural way. According to SECA (2000), informal assessments rely more on observations and sampling. Informal assessment includes a mix of work samples, teacher observations, checklists and inventories, parent feedback, and teacher-constructed curriculum-based measures (SECA, 2000). Academic and non-academic work from work samples sheds light on the abilities of children as well as informal notes on social and academic tasks in the classroom (SECA, 2000). With infants and toddlers, parents are an integral part of the data collection and assessment process in that they are with the child for the majority of time. Teacher observations are essential in the classroom for the same reason. Informal assessment often sheds light on typical functioning of the child in a natural setting, providing more authentic information for decision-making. SECA (2000) outlines criteria that are essential to appropriate assessment: includes all developmental domains (physical/motor, psychosocial, cognitive, language, and literacy), focuses on the individual, is based on child development principles, is based on authentic curricula that is relevant and meaningful, is woven into instruction, is based on performance, process, and product, occurs in many contexts, is ongoing, includes different learning styles and intelligences, minimizes child anxiety to ensure most real outcomes, is instructive and useful, and is collaborative with students, caregivers, teachers, and specialists. SECA (2000) further states that a crucial role of the teacher is to use data to inform learning decisions for students. According to Funk (2008), the National Association for the Education of Young Children (NAEYC) lays out accreditation criteria for early childhood settings in an effort to serve children and families and evaluate programs for quality and efficiency. NAEYC (2005) states that “The program is informed by ongoing systematic, formal, and informal assessment approaches to provide information on children’s learning and development.” Assessment must occur in a manner that is sensitive to families and their culture while being used to inform decisions about the programs and teaching of the child (NAEYC, 2005). Assessment is a huge part of the education process for young children. Formal and informal assessment informs decisions made relating to the child’s growth, development, and learning. It is important that both informal and formal measures are implemented in the assessment process for young children. ReferencesAutism Speaks. (2015) The Early Start Denver Model (ESDM). Retrieved from for Children with Special Needs. (2015). Assessment. Retrieved from , John. (2008). Using assessment information guide planning and teaching. Retrieved from Mifflin Harcourt. (2015). Woodcock-Johnson III. Retrieved from Association for the Education of Young Children. (2005). Accreditation. Retrieved from http:accreditation/pdf/AssessmentCriteria.pdfSouthern Early Childhood Association. (2000). Assessing development and learning in young children. Retrieved from . (2015). Vineland Adaptive Behavior Scales, second edition. Retrieved from ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download