Informal Assessment presentation
An assessment is basically a structured evaluation of a child’s development in every aspect, i.e. language, physical, intellectual, emotional and social.
Some of the assessment methods used include
Anecdotal records are written records of a child’s developmental progress based on certain milestones.
These records are important in that based on the recorded information, the teacher will be able to plan and adapt the curriculum to fit into the needs of the particular student, based on the report.
This type of assessment will support the effectiveness of the program and the teacher because it provides the teacher with the strengths of the student, for effective teaching.
It is widely used to track the development of a kid, both at home and at school, for both teachers and families.
Finally, this assessment when it comes to screening for special needs, since it is recorded over a period of time, for a number of functions, and the needs will be noted.
The advantages include:
Easy to do
Can help focus on one developmental area at a time
Can be recorded later, thus does not hinder one from interacting with the kid
However, there are obstacles in the effective application of this assessment. These might include the fact that this method relies heavily on the memory of the person observing, therefore some specific important details could be forgotten.
This can be avoided, a very laid down plan of action.
The teacher/parent doing the observation being extra keen on the child. Every important detail should be therefore written down as soon as noticed, so as to avoid the risk of the detail being forgotten.
A rubric is a tool for scoring used to assess students learning after a lesson. It uses a set of standards and criteria where educators assess the performance of each student.
Planning greatly relies on rubrics, in that there are set standards to be achieved by the students, where the teacher will know how to adjust the standards and criteria to match the needs.
program effectiveness is enhanced, as well as the teacher’s, especially if the standards are set right.
the child’s performance can be well tracked, because there is a standard against which the performance is measured.
Screening for special needs will rely on rubrics, when the several performances are chosen to see the weak areas and the strengths of a particular child.
as an advantage, teachers can increase their direct instruction quality by providing focus and emphasis. Also, this is a method that gives the child control of their own individual learning process.
However, rubrics can restrict and limit the students’ mind power in terms of only meeting the standards set. The students will feel like they are only to complete the assignments within the standards set.
As a draw back, this is a potential obstacle to the effectiveness of rubrics. Therefore, it calls on the teachers to be flexible on the criteria setting as well as the standards, as well as the teachers giving room for the students exceeding the expectation.
A running record is a kid’s behavior record over a given time, and includes what the kid does at given situations, so as to determine patterns of students behavior (Hills, 1992).
When a teacher is aware of the students behavior in a given particular situation, he/she will be able to plan well for the curriculum.
The effectiveness of the teacher will be well expressed when he handles kids whose behavior he is aware of, a role played by running records.
Tracking Children’s developmental progress requires that the tutor is aware of the behaviors of the kid already.
screening for special needs will rely heavily on running records, since it gives a report for a given period of time, therefore the special needs of a kid will definitely be noted.
One of the profound advantages of using running record is that it reveals and recorded. Many areas of development, since requires that the whole individual and his behavior be observed
The kids being observed, however, can get uncomfortable, by having the feeling that they are being watched, and observed. This can subsequently make the subject change behavior, and optimal results may not be achieved.
It therefore requires the observer to do it subtly, without the child noticing, in a way that he won’t know that he is being observed. The whole process of observing the kids should be in a way that they won’t feel uncomfortable around the observer.
Hills, T. W. (1992). Reaching potentials through appropriate assessment. In S. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 1, pp. 43-63). Washington, DC: National Association for the Education of Young Children.