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According to Wortham (2012), “Teachers must be able to design their own tests to evaluate their own or individual learning objectives most effectively” (p.189). For this discussion, you will need to choose one of the children either Ryan Weaver or Bradley Tompkins to write your assessment on. “
Developmental Checklists Birth to Five
.” This link will show the assessment done by both children, choose one child. You are to find an area that the child you chose, is struggling with. You are then to create an assessment test to give a learning expierience to the child you choose.
Using this child and the domain of your choice from
The Head Start Child Development and Early Learning Framework domains listed below, create a developmentally appropriate assessment that assesses one of the standards within that domain.
Also, remember not all assessments are paper and pencil tests so feel free to be creative with your assessment. For example, if you are creating an assessment on shapes you might have the students draw the names of the shapes you say, identify examples of the shapes in the room, or match a picture of the shape to its name.
The Head Start Child Development and Early Learning Framework DomainsLiteracy Knowledge and SkillsMathematics Knowledge and SkillsScience Knowledge and SkillsSocial Studies Knowledge and Skills
Make sure your assessment also includes a clearly stated objective that utilizes
Bloom’s Taxonomy Action Verbs
and what would constitute mastery. Also, make sure to include a brief description of the accommodations you may need to make for ELL or students with special needs.
Please read the instructions carefully. You are creating an assessment for Ryan Weaver or Bradley Tompkins.
I HAVE ALSO PROVIDED THREE EXAMPLES OF WHAT STUDENTS POSTED AS THEIR ANSWERS IN THE DISCUSSION BOARD. THIS IS TO HELP OUT, PLEASE DO NOT COPY THE EXAMPLES AS THAT WOULD BE CONSIDERED PLAIGARISIM.
I HAVE ALSO ADDED THE PDF FILE FOR THE CHECKLIST FROM BIRTH TO FIVE, SINCE THE ATTACHMENT ISNT WORKING
HERE ARE EXAMPLES FROM THE DISCUSSION STUDENTS POSTED TO ANSWER THIS QUESTION
For this discussion, you will need to choose one of the children from the document, “Developmental Checklists Birth to Five.” Using this child and the domain of your choice from The Head Start Child Development and Early Learning Framework domains listed below, create a developmentally appropriate assessment that assesses one of the standards within that domain.
The child I chose from the developmental checklist is Bradley Tompkins- age 4-5. The domain I chose from the early learning framework is Mathematics Knowledge and Skills. The standard that I will be assessing within the domain is “Geometry and Spatial Sense – Understands directionality, order, and position of objects, such as up, down, in front, behind” (U.S. Department of Health and Human Services Administration for Children and Families, Office of Head Start, 2010). In the “red flags” for Bradley it states that he can’t understand prepositional commends such as “put the cup on the table” and “get the ball under the couch.”
The way I will assess this child without pencil and paper is by playing with the child with toys and objects. For example I can do the activity “Feed the Monkey” and say “put a banana in front of the monkey” or “put a banana behind the monkey” or “put a banana next to the monkey” and so on. Prepositions can also be taught and assessed through games such as “Simon Says” or directional songs such as “put the bean bag on your head.”
Accommodations that may need to be made for ELL or students with special needs
Accommodations that may need to be made to assess this area are to have the ELL students or students with special needs such as those with limited expressive language, point to the answers instead of expecting them to respond orally. “The teacher constructs assessment activities that allow the child to manipulate materials, explain understanding orally, or point to the correct response if expressive language is limited” (Wortham, 2012, p. 189). For example the teacher can read a book and say “point to the mouse that is under the table” or “point to the cat that is on the table,” etc. Also, more hands on activities can be helpful.
Once the child is comfortable with the assessment using objects and has mastered that skill and therefore doesn’t show interest in that activity, paper and pencil can be introduced to measure the child’s further understanding and to make it more challenging to keep the child interested. The example of assessment shown in figure 7-4 on page 192 is about circling the responses or matching the pictures with lines. “Children can circle pictures in response to questions before they have learned to read and write” (Wortham, 2012, p. 189). When children are in preschool for their second year and they already have played with most of the toys, some may show interest in activities such these. This is an example of commercially designed test and the instructions are also on the page but it is the teacher’s responsibility to explain the instructions and to also do an example for the child to understand better. The teacher can create her or his own assessment similar to this example but more customized to the child’s needs and developmental level.
Make sure your assessment also includes a clearly stated objective that utilizes Bloom’s Taxonomy Action Verbs
The objective of this assessment is for the child to gain knowledge of “Geometry and Spatial Sense – Understands directionality, order, and position of objects, such as up, down, in front, behind” (U.S. Department of Health and Human Services Administration for Children and Families, Office of Head Start, 2010).
I tried opening the link provided for Bloom’s taxonomy action verbs but for some reason that didn’t open so I tried looking online for the same with different links. I found in “Bloom’s Taxonomy Action Verbs Requiring Cognitive Outcomes” that it is divided into six parts which are Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. Each of these six parts has many verbs that are recommended to use for instructional design. Under Knowledge some of the verbs recommended. Under Knowledge some of the verbs are Define, Repeat, Name, and so on, and at the end it’s stated to “avoid the word ‘understand.” However, the standard that I chose to use from the Head Start Early Learning Framework Domains uses the word “understand.” If I had to use verbs other than “understand” for this standard, I would probably use “specify” “label” “tell” or “distinguish” from Bloom’s Taxonomy Action Verbs.
What would constitute mastery?
Teacher-designed assessments must accurately measure classroom instruction objectives (Wortham, 2012). “Several steps in test design must be followed if a test is to measure student learning accurately. Based on Bloom’s model of mastery learning (Block, 1971), the process includes the following:
1. Determining instructional objectives
2. Constructing a table of specifications
3. Designing formative and summative evaluations
4. Designing learning experience
5. Designing correctives and enrichment activities” (Wortham, 2012, p. 194).
References
The Early Childhood Direction Center. (2006). Developmental checklists birth to five. Retrieved from http://www.preschoollearningcenter.org/images/upload/developmental_checklist
Reagan, P. (2008) Bloom’s Taxonomy Action Verbs Requiring Cognitive Outcomes. Retrieved from http://www.highperformancetrainingworks.com/EPSS/TechNotes/Bloom.htm
U.S. Department of Health and Human Services Administration for Children and Families, Office of Head Start. (2010). The Head Start child development and early learning framework. Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework%28rev-Sept2011%29
Wortham, S. C. (2012). Assessment in early childhood education (6th ed.). Upper Saddle River, NJ: Pearson
EXAMPLE 2
nriched activities created by a beloved teacher for her students with specifications to meet the needs of her students proves to be a better test to target specific objectives the teacher are specifically questioning (Wortham, 2012). The child I will be creating a learning assessment for is Ryan Weaver in the age category from three to four chosen from Developmental checklist. The domain I would like to focus on for my assessment from The Head Start Child Development and Early Learning Framework domains is Social Studies knowledge and skills as I want to focus on the child’s inability to mock square shapes and telling stories. A developmentally strong assessment that I would create to incorporate the child’s lesser skills with necessary developmental and early learning framework domain of social studies would be to incorporate a story that is made up by me while stopping to create certain shapes from the story to represent items we are discussing. I would describe to the child about a farmer who lives on a farm. His ducks have beaks that look like triangles and show him the shape; I would explain that the tractors have wheels that go round and round and are shaped like circles, the fence boxes in the pigs and looks like a square. The supplies that I would incorporate would be simple blocks and pictures to represent the story as I was telling it. This would allow the child to engage in storytelling, visualize the story and imagine all the shapes that surround their surroundings in a relatable community environment. I would encourage their involvement in the story and choosing the shape that represents the item I am pointing to in the picture. The activity will demonstrate Bloom’s Taxonomy under application action verbs such as apply, choose, discover, illiterate, interpret, show and relate. This activity can be related to any environment but, it is important to make sure the child is comfortable and being prepared to specialize your presentation to the individual child’s needs. This activity will help to assess Ryan’s abilities in story telling as well as shape recognition and can become more detailed based on the strength of his skills. It will also help him to see his struggle through a fun and engaging activity .
References
Wortham, S. C. (2012). Assessment in early childhood education (6th ed.). Upper Saddle River, NJ: Pearson
EXAMPLE 3
From the Developmental Checklist handout, I decided to discuss a mathematics knowledge and skills assessment that could be used with Bradley Tompkins. Bradley was slightly over four-years-old and was up to par with most of his age-appropriate milestones, with the exception of some fine motor skills and language setbacks.
The mathematics assessment would be comprised of counting objects. Because this age-group is becoming comfortable with monetary items, the objects will be coins. The objective of this assessment is to gauge Bradley’s comprehension and application of simple mathematics. The teacher would set out ten pennies and ask Bradley to count how many there were. The teacher could also have a pile of four pennies and a pile of six pennies and ask Bradley which pile has more coins. Bradley would also be asked to identify the name of numbers by showing him pictures of them. He would also have the opportunity to draw a line from pictures of different amounts of coins and their corresponding numerical number.
This assessment can be modified to accommodate children who use English as a second language, or for students with special needs. The former can have the task be explained in their native language to ensure they completely understand the directions of the assessment. Depending on the special needs of the child, the teacher can draw the lines at the student’s direction, use objects the child is most familiar with (instead of the coins), and instead of verbally saying the name of a number shown—they could use their fingers.
