Introduction
Assessment
of the students were state by (Goodrum, 2001) that, ideally, Assessment “enhancing student learning,
provides feedback about progress of students learning, builds self-confidence
and self-esteem, and develops skills in evaluation”. Characteristic of Assessment
enhances the foundation of the current studies. Educator can decide that which assessment
method have to use to the particular group of students.
In this report specially used formal and informal assessment is used. In formal
assessment explain that the collection of data with evidence relating to the
goal of learning assessed. Informal assessment explains more deep in the
learning outcomes with evidence by through observing behaviour, background of
child and activities.
Informal assessment
Assessment in early childhood education determine different factors such as
children’s behaviour, skill, activity, background of the child were measured.
By keeping the documentation about the child behaviour records behaviour
assessed and skill examined by giving specific task to the child. Child
background and care takers interview are collect the information for the
further steps to carry out. The concept of assessment according to (Herrera, 2007) , “refers to the
ability of an assessment, process, or product to measure the knowledge or
skills it is considered to measure”. However, validity in in formal forms of assessment
is explain as the appropriate interpretation of assessment result, which deals
with quantitative data (Linn, 2005) .
Formal assessment
Assessment in early childhood education in formal assessment determine the
problem of the learning and suggest to the children how to overcome from the
barrier. Negative points were suggest to children to correct explain in mild
manner. (Herrera, 2007) , include formal and
informal assessment along with other types of authentic assessment, such as
performance-based assessment, portfolios, self-assessment and peer assessment, interview-based
assessment, play based assessment, cooperative groups assessment, dialogue,
journal, and scaffold essays.
Portfolios
Materials that are collected as a part of ongoing assessment is placed in
each child’s portfolio. A portfolio is a collection of materials that shows a
person’s abilities, accomplishments, and progress over time. Portfolios create
for the children in the care summarize each child’s abilities. A portfolio
includes items that show the child’s growth and development over time.
Documenting learning is an important skill for teachers to develop.
Ability of the children
Comparison: current from the previous
performance examine what is typical and what can expect in next level were
determine.
Collective development: collected
information are no longer used and finding the strength and weak from the
report. Focus on the needs to improve environment to the education
Professional and families reading: how child
attends, plays with peers and toys, reacts in planed vs. unplanned situations;
quality and representativeness of child's responses
Factors that affects the children performance were found in the assessment
that reported as follows
Linguistics differences: culturally link
developmental expectations, attitude difference make the children barriers to
improve. Linguistics skills proficiency in first language and second languages
which present in the culture and conversation within the partners.
Environmental factors and family: unique
knowledge, resources, and experiences that enhance development in some cases
but mostly failed. Self-identified needs for information and support were not
accessible to get into. Beliefs, preferences, and values regarding child-rearing,
development, learning.
Health and personality: health condition and medicines affects the performance. Interaction of
coping style, learning style, likes and dislikes, state, temperament with
developmental performance.
Findings of information
Children’s performance finding: comments pointing
consistent patterns in the positive view the relationship of the patterns to
unique characteristics and circumstances such as cultural and linguistic
background, personality. Relationship of patterns to possible environmental
demands making the understanding to the children. Scaffolding approaches that
support performance the types of assistance, material preferences, and task
accommodations comments relating patterns to questions arising from previous service
provider concerns.
Family expectations: explanation relating to
family concerns, questions, and priorities must give a motivational comments.
Remarks of any diagnostic information about the child which helps the family’s interpretations
of the child’s pattern of strengths and needs.
Learnings needs: discussing about the
health or medical conditions diagnosed as part of the assessment which
accountable to the improvement of the child. Eligibility recommendations cumulate
by comments of child’s level of functioning in relation to meeting criteria for
categories of eligibility knowledge and skills. Consider appendices to the
report for reporting to agencies that require test scores or diagnostic labels.
Advantages of assessment
1. Assessment is the direct method of collecting data or information to
improve the student learning for further activities.
2. Collecting of data is very accurate and more reliable to compare with
other records.
3. Improves precision of the student abilities.
4. Problems on depending on the situation get reduces.
5. Long term assessment improves the educator to do better in future cases.
6. Problems short out and clarifies by through the observe document.
Disadvantage of assessment
1. Past details cannot be studied in the assessment
2. Most of time have to depend on the documentation
3. Assessment need to be studied and researched to how to implement use in
progress is costly to do.
4. By using the documentation cannot identify or judge the full nature of
children.
5. Complete solution for any problem cannot be obtained with the assessment
alone.
6. Sampling cannot be brought into practical.
Conclusion:
Writing a
report about assessment used in early childhood explains experience with the
children and teacher relation which is used to measure the child activities and
learning outcomes.
References
Dhindsa, H. O. (2007). Upper
Secondary Bruneian Science. International Journal of Science Education,
1281-1280.
Goodrum, D. H. (2001). The
status and quality of teaching and learning. Canberra: Department of
Education, Training and Youth.
Herrera, S. M. (2007). Assessment
accommodations for classroom. Boston, MA: Pearson Education.
Linn, R. L. (2005). Measurement
and assessment in teaching (9th ed.). Upper Saddle River, NJ: Prentice
Hall.
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