Contact

Judy Hudson, PhD
Director of ECED
Office: 1628D
Phone: 566-3246

Mary Schumacher-Hoerner
ECED Instructor
Office: 1844
Phone: 566-3064

Early Childhood Education

Assessment Of Children and Evaluation Of Programs

Rationale

Early childhood professionals must develop knowledge of diverse assessment approaches, including observational skills. They use appropriate on-going documentation and report information to families and professionals. Appropriate early childhood assessment is responsive to cultural and linguistic differences. It includes information from multiple sources, e.g., observations, checklists, interviews, and both formal and informal standardized measures in diverse settings for making educational decisions about children. The assessment data gathered from multiple sources that has a major impact on children should be by a team of family members, teachers, and other professionals. In addition, early childhood professionals engage in systemic, on-going evaluation of their programs.

Demonstrate the ability to choose valid tools that are developmentally, culturally, and linguistically appropriate; use the tools currently; make appropriate referrals; and interpret assessment result, with the goal of obtaining and valid, useful information to inform practice and decision-making.

Entry Level

  1. Discuss ways that early childhood professionals learn about each child as an individual through the use of various assessment procedures.
  2. Learn to observe children in various field settings.

Certificate/Associate Degree Level

  1. Identify and describe the meaning of selected terms used to evaluate the adequacy of assessment and evaluation procedures, such as validity, reliability, and appropriateness.
  2. Identify and describe specific assessment measures/procedures currently in use at local, state, and national levels.
  3. Describe the importance of using inclusive developmentally appropriate assessment procedures.
  4. Identify reasons for using multiple measures in both assessment and evaluation.
  5. Demonstrate the ability to choose tools that are developmentally, culturally, and linguistically appropriate to be used in a variety of field settings.

Demonstrate knowledge of maintaining appropriate records of children’s development and behavior that safeguard confidentiality and privacy.

Entry Level

  1. Discuss the meaning and importance of confidentiality of all information pertaining to the participants and the program.
  2. Describe the importance of maintaining precise, accurate, and complete records in an ECE program.

Certificate/Associate Degree Level

  1. Describe state and federal requirements for safeguarding confidentiality and privacy.
  2. Describe various record keeping procedures that maintain the accuracy, currency, and integrity of children’s records in early childhood programs.
  3. Implement tools used at local and state level for gathering and maintaining records.

Demonstrate knowledge of the educator’s role as a participating member of the assessment process as described and mandated by state and federal regulations for Individual Family Service Plans (IFSP) and Individualized Education Plans (IEP).

Entry Level

  1. Identify the processes and participants involved in the IFSP and IEP, including the particular role of early childhood professional.

Certificate/Associate Degree Level

  1. Describe the general procedures, advantages, and problems of working with a multidisciplinary evaluation team.
  2. Describe ways to work effectively with multidisciplinary evaluation teams.
  3. Describe procedures specific to the IFSP and IEP process. Demonstrate knowledge of mandated state and federal regulations for children with diverse abilities.

Demonstrate understanding of the influences of environmental factors, cultural/linguistic differences, and diverse ways of learning on assessment outcomes.

Entry Level

  1. Develop an awareness of how a child’s unique characteristics influence the assessment process and results.
  2. Discuss the influence of environmental factors on the assessment process.

Certificate/Associate Degree Level

  1. Describe the role of evaluator in affecting the results of assessment.
  2. Describe assessment procedures that are responsive to cultural, linguistic, environmental influences and unique characteristics of each child.
  3. Identify and describe ways to reduce and/or eliminate negative influences on the assessment process and results that can arise from the physical setting, context, and/or characteristics of the early childhood professional and the individuals being assessed.

Involve the family and, as appropriate, other team members in assessing the child’s development, strengths, and needs in order to set goals for the child.

Entry Level

  1. Identify and discuss ways in which childhood professionals can involve families in the assessment process.

Certificate/Associate Degree Level

  1. Identify potential multidisciplinary team members who contribute to the assessment and goal-setting process.
  2. Describe ways to foster family involvement in the assessment and goal-setting process by collaborating with families throughout the assessment process.
  3. Describe ways to work collaboratively with multidisciplinary teams to assess and set individual goals and update progress in an on-going manner.

Articulate an understanding of the distinctions and definitions of assessment concepts (e.g., authentic, screening, diagnostic assessments, standardized testing, accountability, assessment).

Entry Level

  1. Identify the different types of assessment procedures that may be used (screening, formal/standardized, informal, authentic, etc).
  2. Discuss for what type of purpose the different types of assessments are used.

Certificate/Associate Degree Level

  1. Discuss ways to share assessment results as appropriate with families in clear, supportive ways.
  2. Role plays a situation in which interpretation of the assessment results are shared with a family.

Apply understanding of assessment concepts toward selection of appropriate formal assessment measures, critiquing the limitations of inappropriate measures, and discussing assessment issues as part of interdisciplinary teams.

Entry Level

  1. Identify some possible biases that may occur when assessing a young child.
  2. Identify other team members that may participate in a multidisciplinary assessment.

Certificate/Associate Degree Level

  1. Discuss what various assessment tools specifically address if used for evaluation purposes.
  2. Discuss the types of information that families, the EC teacher, and other disciplines may provide during an assessment procedure.
  3. Select appropriate assessment tools for use when given a scenario of a young child’s learning or behavioral challenges.

Articulate an understanding that responsible assessment is legally and ethically grounded and guided by sound professional standards. It is collaborative and open with the goal of supporting diverse children and families.

Entry Level

  1. Review the NAEYC Code of Ethical Conduct.

Certificate/Associate Degree Level

  1. Describe current research, position papers, and best practices related to assessment.
  2. Discuss the similarities and/or difference between the NAEYC Code of Ethical Conduct and that of the Council for Exceptional Children (CEC)/Division for Early Childhood (DEC) organization.

Demonstrate knowledge of assessment techniques, interpretation of assessment information in the application of this data to curriculum development or intervention planning.

Entry Level

  1. Discuss the philosophy that “assessment drives instruction”.

Certificate/Associate Degree Level

  1. Describe the underlying reasoning for administration requirements when using standardized assessment tools.
  2. Discuss how interpretation of the assessment outcomes assist in development of targeted instructional curriculum.

Demonstrate knowledge of a variety of techniques and procedures to evaluate and modify program goals for young children and their families.

Entry Level

  1. Discuss the importance of specifying, evaluating, and modifying program components and program goals.

Certificate/Associate Degree Level

  1. Describe multiple ways to evaluate different program components.
  2. Discuss ways that program components may be modified to meet the needs of all learners.

Demonstrate knowledge and use of program evaluation to ensure comprehensive quality of the total environment for children, families, and the community.

Entry Level

  1. Define and discuss the terms “formative evaluation” and “summative evaluation”.
  2. Discuss the importance of identifying the staff role in program evaluations.

Certificate/Associate Degree Level

  1. Describe examples of both formative and summative program evaluation.
  2. Identify stakeholders who should be involved in evaluation of programs.
  3. Describe various strategies for involving stakeholders in program evaluations
  4. Discuss the importance of using both formative and summative program evaluation.

Use both self and collaborative evaluations as part of ongoing program evaluations.

Entry Level

  1. Discuss self-evaluation techniques.
  2. Discuss the program evaluation process.

Certificate/Associate Degree Level

  1. Describe the role of self=evaluation in ongoing program evaluation in order to maintain quality programs.
  2. Use a variety of self-assessment techniques to evaluate one’s own professional performance.

For more information, please call Judy Hudson, PhD at (505) 566-3246. Or send an email to HudsonJ@sanjuancollege.edu.