Ongoing Assessment in Developing Meaningful Curriculum

Ongoing Assessment in Developing Meaningful Curriculum


ECE 203 Intros to Cur and Inst for the Early Classroom (ACQ1249A)



Basically, the objectives of an assessment are Gathering data about children to make judgments about their learning and development is a central part of the teacher’s role. Teachers must make daily decisions about children that should be based on accurate and appropriate information. Portfolios, work samples, and teacher observation across time can provide the tools necessary to identify individual strengths and weaknesses. Assessment is defined as “a systematic procedure for obtaining information for observation, interviews, portfolios, projects, tests, and other sources that can be used to make judgments about characteristics of children or programs. These mental and written observation, audio and video tapes, and work samples are organized in a systematic way so that each child has a folder, notebook, or portfolio of documentation that represents what she/he is learning and how she/he is growing in their skills and knowledge. (

Information collected should be placed in an assessment portfolio. A portfolio is a record of the teacher’s observations and comments as well as a wide selection of the representative work that has been selected by the child and teacher together and should be shared with the present each child should have an assessment portfolio. The portfolio should include, but not be limited to documentation, evaluation and use of information to help teachers and the parents make better decisions in the education of their child and the students. Furthermore, objectives of assessment with children in an Early Childhood Education program are that they guide the student to develop cognitive, language, social/emotional, and physical skills. Cognitive development consists of the “children’s thinking skills, including the development of logical and symbolic thinking, problem-solving skills, and approaches to learning.” (Gronlund and Engel 2001) and The language development involves the “children’s ability to communicate through words, both spoken and written, including listening and speaking, reading and writing skills. The social/emotional development centers on the “children’s feelings about themselves, the development of responsibility, and their ability to relate positively to others, finally, physical development consists of the “children’s gross and fine motor skills.
The values that assessments brings to the curriculum planning process is important because it allows teachers to easily identify what their student is capable of doing and what he/she already knows. Also reminding the educator that every child learns at different rates, not every child will be at the same pace at the same time. Therefore, this will allow the educators to properly and adequately write out their lesson plans accommodating to each and every student.
The information that we as educators will gain by using assessments in planning activities for an individual child and a group as a whole is great also to see what learning level that child is on because as I stated all children learn different some learn faster than others. Taking into consideration the “…child’s culture, language, strengths, interests, temperament, and learning style. (Gronlund and Engel 2001). Getting to know your students and the student family history will better help both you and the student also a little history on the teacher. This also may open up lines of communication with a student that is hesitant to talk to people he or she is unfimier with or just simple have communication problems. The information can be used to address an individual child needs and provide a better learning plan for that child.

We can use observational assessment to evaluate a child’s skill level in all areas of development (cognitive, physical, social, emotional, and language) and to understand how a child applies those skills in real life situations. Observational assessment is used to track and monitor a child’s growth and progress, as well as indicate whether the child may benefit from receiving special services. Information gathered through assessment can be used to share meaningful information with families and to guide curriculum choices and program planning to meet individual needs. This is my personal option asking children about them self. Ask children questions that encourage them to describe what they are thinking. (i.e. “Tell me about your picture.”) Listen to children as they describe how they make decisions and solve problems. Watch them as they work and play with materials and other children. Include infants and toddlers in observation as they interact with others and their environment prior to becoming mobile or verbal. Listen as children informally talk with others and as they communicate during structured group times. Pay attention to how infants and toddlers communicate. Study children’s work (scribbles, drawings, writings, art, sculptures, etc.)


Dodge, D. F., Herman, C., Charles, J., & Majorca, J. (2004). Beyond Outcomes: How Ongoing Assessment Supports Children’s Learning and Leads to Meaningful Curriculum. Spotlight on Young Children and Assessment, 9-16.
Gronlund, G. (2007). Making Early Learning Standards Come Alive: Connecting Your Practice and Curriculum to State Guidelines. / Gaye Gronlund, _1st Ed.