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Respond to your peers’ response. Compare and contrast the assessments to your own post.

1. Your responses must address the following questions:

· How are the assessments alike?

· How are the assessments different?

· What are the strengths of your peer’s chosen assessment?

· What are the weaknesses of your peer’s chosen assessment?

· How can both assessments inform instructional decisions?

PEERS POST:

· Select one informal assessment from Table 12.3 of the text.

When I was looking over the list of informal assessments, I thought that they were all relatively good for assessing the children in the class, some have better positives (in my mind) than others, but I found that the running record was the one that caught my attention the most.   This is because of how thorough it seems to be. 

 

· Discuss why you feel it is an effective form of assessment to use in your future role as an educator.

 I feel like the running record assessment would work the best for me because it is a detailed record of how a child’s behavior is improving or declining.  It is recorded in real time as behavior is occurring Jaruszewicz (2019). It gives the teacher the ability to track progress to a degree that the other assessments do not, it can even compete with the time/event sampling if you just add a timestamp to your observations.

· As an educator, imagine you have just administered the assessment. Describe how specifically you will use this measurement to make instructional decisions about curriculum.

To me, this seems like the ultimate tool because it allows the teacher to tailor any child’s curriculum to the needs that are displayed within the running record assessment.  This covers any and all behavior that the child displays.  For instance, if you note that a particular child has a tendency to have uneven cuts with the scissors, you can help him/her by giving the child something to cut that is simple shoes or simply just small cuts, then as they get better with that, you can help them with longer cuts by showing them that they need to push with the scissors and pull with the paper while cutting on the line.

· Explain how you will share the assessment results with families 

I would share the assessment with the family by both emailing them the before and after product of the cutting and by showing them the product of the child during a parent-teacher meeting.  

-Mark

 

Jaruszewicz, C. (2019). Curriculum and methods for early childhood educators
 [Electronic version]. Retrieved from https://content.uagc.edu/

MY POST:

The selected informal assessment from Table 12.3 is child interviews. The evaluation involves obtaining first-hand information from the children (Copple & Bredekamp, 2009). Educators can conduct interviews at any time during the learning period. The assessment approach is the best to use because it aids educators in identifying children’s challenges, needs, and reasoning capacity. After that, the knowledge about the children can be used in improving the curriculum or preparing formal assessments.

Furthermore, child interviews can help behavior management since educators obtain unique information regarding every child (Copple & Bredekamp, 2009). Lastly, interviews help the educators establish a good report with the children. A good relationship between the teacher and the child is essential to understand more issues and address them.  

            According to the texts, relationship with children forms a basis for learning. After the child interview, I may understand the children’s perceptions of the teaching process as an educator. The information will then be incorporated into the teaching and learning approaches to help the children further (NAEYC, 2009). Informal interviews can provide data on children’s social backgrounds. Such data is helpful for the children because it aids in preparing a curriculum that meets their development and learning needs influencing by multiple social and cultural contexts (NAEYC, 2009).

            The best way to share the assessment results with the parents is through emails. Emails are quick to send and accessible from anywhere. Also, emails allow sending multiple files, including images, PDFs, and documents. I will explain the results by first communicating the child interviews objectives. The parents must understand why their children were interviewed. After presenting the assessment reasons, I will send their children’s scores. A combination of goals and scores will assist parents in understanding their children’s progress and help them where necessary. They could also visit the school for more discussions.                                                                                                                                                                                              

 

 

References

Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. National Association for the Education of Young Children.

NAEYC (Adopted, 2009). Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, pp. 1-31