Implementing Authentic Assessment
Implementing Authentic Assessment
Please view the video, “Building with Blocks,” https://media.pearsoncmg.com/pcp/pls_0558982484/index.html?wf=1&item=5 with four-year-old children.
Identify a form of authentic assessment that would be appropriate for these children. Why?
How is the natural learning environment an appropriate setting for authentic assessment?
Discuss the advantages and disadvantages of the method you chose.
How would you record data?
What additional method of assessment would you also like to use, and why?
Roberto is a child in your field experience site. Your field experience site uses the Ages and Stages Questionnaire (ASQ-3) to screen all children in your site. Roberto scored above the cutoff point in all areas on the ASQ-3 except for communication, where his score was far below the cutoff point, which indicates a need for further assessment. Please answer the following questions (please do not read other classmate responses until you have responded).
Your field experience supervisor has shared Roberto’s scores with you and now wants to determine how much you know about assessment and the role of screening.
- Based on the scores on the ASQ-3, what would you recommend for further assessment and why?
- What are the limitations of a screening instrument such as the ASQ-3 and what are appropriate uses of screening results?
Further assessment indicated that Roberto had a significant language delay, and qualified for language intervention from a speech pathologist.
Your field experience supervisor wants you to think about using assessment results to inform your instruction. How can you link these assessment results to your instruction? Please give specific examples and be sure that these are based on developmentally appropriate practice (DAP) and scientifically based practice.
Sharing Assessment Results with Parents
Please use this case study to address the Discussion topic.
Logan is a child in your field experience site. Your supervising teacher is preparing for the annual family conferences at your field experience site. He has compiled a portfolio of Logan’s progress throughout the year and has standardized test results from a screening done on all children at your field experience site. Logan is developing typically, and has met all of the developmental milestones as indicated by the Developmental Indicators for the Assessment of Learning (DIAL-4), the standardized screening assessment given at your field experience site. Your supervising teacher has prepared a portfolio complete with many work sample artifacts demonstrating his progress throughout the year.
The only area of concern noted by the supervising teacher is Logan’s off-task behavior during circle time. It takes three or four requests to get Logan to join circle time each day. He will only sit for approximately 2 minutes and then he attempts to leave the circle. After studying this behavior, you and the supervising teacher were able to determine that by adding additional visuals and opportunities for movement, Logan would attend and participate in circle time for the entire lesson.
Logan has been staying and participating in circle time consistently for the past two weeks since this implemented change. The supervising teacher wants to share all of this assessment information with Logan’s parents, and the following questions are good ways to start thinking about how to best communicate with families.
Please describe how you would share these assessment results with Logan’s family by answering the following questions:
What strategies can you use to ensure that parents/caregivers feel welcome and comfortable at the beginning of the conference?
What strategies can you use when sharing assessment information with the parents/caregivers? Why did you choose these strategies?
What method can you use to summarize the student’s progress?
What role do the parents/teachers/administrators have in the conference?
How could you share results that may be perceived by the parents as negative?