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For my personal professional growth this looked like learning and applying the knowledge I was taught in these 14 weeks. Being able to use an anecdotal record, running records, and checklists have helped me specifically in my classroom to track and observe my students better.

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Similar to what a "Checklist" is for my age of students

( realized through work that this needs to be done at right times or over again for best results. )

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Ways we can compare children to the average child at the same developmental stage. The questions and testing are based to find one way answers and do not pull from the knowledge of a child individuality.

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When thinking of examples I think back to the color wheel project we had to complete. All of our color wheels looked identical and if it wasn't done that way we wouldn't have passed that particular assessment. Standardized assessments look for the more precise answer than the unique ones.

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Ways in which a child can share learned information through games, projects, writing, and application. This is a more wide variety of how the information is going to be displayed and not a one way answer.

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NAYCE says we should use multiple resources before jumping to conclusions on a Childs development. P.1.5- "We shall use appropriate assessment systems, which include multiple sources of informations, to provide indication on children learning and development." NAEYC 2011 Code of ethical conduct and statement of commitment

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Being Anti bias, objective vs subjective, and what NAYCE has to say about ethics in observation and assessment

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To effectively observe our students we must first know and apply the differences between objective and subjective. When observing our students we want to write what happened, where it happened, and the events that led up to why. When we think about the "why" we don't want to assume or use our biased knowledge of the child. When observing and taking notes we want the facts with as much detail.

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Recording what your observing helps track and organize your observation. It would be close to impossible to mentally remember an event without writing it down. When observing it is vital to write down time stamps, place, quotes, and who was there. When going back and looking at your observation you will have a whole story to play back as you read the events that unfolded in your observation. This helps with understanding the whole picture and digging into why events took place.

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Interpretation: putting the pieces together

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Interpretation: putting the pieces together

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When reading through your observation and putting together the standards they've hit or new behaviors observed you want to use words such as "seems" or "appears" to not jump to solid conclusions. This goes back to being objective. When writing information on a student having a standard book to compare the norms and what was seen to see if they are developmentally on track can support your observational notes and conclusions.

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We as teachers take 100s of mental notes a day for each child in our care. We remember their names, favorite colors, games, and family life. But how do we observe their growth?

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An event sampling is to determine when a behavior is taking place. This is to determine when it happens and if there is a pattern to detect

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A time sample is a record of a specific behavior to be recovered for a number of times set by the observer. A time sample is carried out through whichever observation method best fit and only collecting intel on that behavior choses. It is later analyzed for reasons why that behavior occurred.

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I would use a time sample when wanting to record behaviors that are more permanent to a child. Ones that aren't new but may be progressing. Id use this method to figure out when they occur most and what leads up to it.

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A running record is a way to continuously track and keep a record of a child's behavior in a short period of time (seconds/minutes) or a longer period of time (days, weeks, months). This information is then analyzed and put into words as far as how the behavior was and what occurred during the behaviors.

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Ethical Practice in Selecting Assessment

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Ethical Practice in Selecting Assessment

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Anecdotal Records are a way to track and review a child's behavior that can be later discussed with parents or physicians of the child. These records are kept to observe a child's truest form and are written without bias or opinionated words. What you see happening is what you write down.

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Rubrics are a set of academic expectations through information learned and how well it can be preformed. Rubrics are a clear set of guidelines that show where a student maybe proficient to novice at as far as their understanding of the lessons being taught and the abilities the student has acquired.

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An example of a rubric can vary based on what you want the area of learning to be based off of. For this example we can look at beginning of language and reading comprehension. The rubric will have a list of mastered or proficient level to novice or beginning. It will lay out the guidelines for reaching each goal and list exactly what is expected for each rating. The rubric will give most credit to efforts being made by the student.

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Wortham, S. C., & Hardin, B. J.
(2020). Assessment in early childhood education. Boston: Pearson

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Published by Pearson (September 18, 2020) © 2020

Sue C. Wortham University of Texas at San Antonio, Emerita

Belinda J. Hardin

Assessment in Early Childhood Education

Assessment in Early Childhood Education

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Switch content of the page by the Role toggle the content would be changed according to the role Published by Pearson (September 18, 2020) © 2020 Sue C. Wortham University of Texas at San Antonio, Emerita Belinda J. Hardin Assessment in Early Childhood Education Assessment in Early Childhood Education

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Developing & Using Rating Scales in the Classroom

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Rating scales are used to judge the behavior as well as academic level in a child. This scale is used in two ways being numerical which is a numbered scale 1-5 or a graphic scale which is more descriptive terms and ways to judge the students abilities.

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The benefits too rubrics are the clear expectations laid out for the students to follow and for the educators to rate based on performance. There is no second guessing whether the student has "hit the mark" because their is a place for their results on the rubric. Rubrics are more flexible and forgiving when it comes to figuring our where a students strengths and weaknesses lie. This can be an advantage for students and teachers when it comes time for testing or assessing. Rubrics are versatile and can come in many forms. Teacher, students, and families can see exactly where the students strengths and weaknesses are, this makes future goal setting more concise obtainable and understood for that area of improvement.

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As child care centers struggle with staffing, and many are hiring less-experienced teachers than they previously would've considered, it can be difficult to ensure that assessing children through early childhood education assessments is being done correctly and accurately.

Understanding such assessments is important. Let's take a look at five common questions with answers from Christine DeSanti, a Procare Solutions product manager who previously served as a director, assistant director and lead teacher in child care centers and holds a bachelor of science degree focused in early childhood education and teaching from Ohio State University.

1: Why do assessments matter for young learners?

Assessments matter for young learners because they provide valuable information about student progress, inform instructional strategies, identify learning gaps, monitor individual and group performance, promote accountability and support college and career readiness. Early childhood assessments serve as an essential tool for educators to guide their teaching practices and ensure that all students receive the support and resources they need to succeed academically.

2. What are the benefits of assessments in early childhood education?

Christine DeSanti
ECE assessments enable educators to monitor the performance of both individual students and groups of learners. They provide valuable data that can be used to track the progress of each student over time and compare their performance with that of their peers. This information can help identify patterns, trends or areas of concern that may require adjustments to instructional practices or curriculum.

And assessments promote accountability for both students and educators. For students, assessments provide opportunities to demonstrate their understanding and knowledge, encouraging them to take ownership of their learning. For teachers and schools, assessments serve as a means of evaluating the effectiveness of instructional methods and curricula, helping identify areas for improvement and driving educational reform.

3. How can technology help ECE teachers conduct assessments?

Technology can play a significant role in helping early childhood education teachers conduct assessments more effectively and efficiently.

Digital assessment tools often include preloaded assessment frameworks, checklists and rating scales that teachers can use to observe and document children's developmental progress. These digital tools make it easier to collect and analyze assessment data, allowing teachers to track individual student progress over time.

Technology enables the creation of online portfolios for each childfor teachers to document observations, work samples, photos and videos. These portfolios provide a comprehensive view of a child's learning and development, allowing teachers to assess progress and share this information with parents and other stakeholders easily.

Technology can assist inanalyzing assessment data and generating reports. By using specialized software or online platforms, teachers can quickly analyze individual and group-level data, identify patterns, and gain insights into student progress. This helps teachers make informed decisions about instructional strategies and interventions.

With the rise of remote learning and hybrid models, technology enables ECE teachers to conduct assessments even when students are not physically present in the classroom. Video conferencing tools and digital assessment platforms allow teachers to engage with students remotely, observe their behavior, and conduct assessments through virtual interactions.

Technology can facilitateadaptive assessments that dynamically adjust the difficulty level of questions or tasks based on a child's responses. This personalized approach ensures that each child's abilities and progress are accurately assessed, providing a more accurate picture of their strengths and areas for improvement.

Learning management systems, messaging apps and digital communication platformsenhance collaboration and communication between teachers, parents and other stakeholders. Sharing assessment data, progress reports, and observations becomes more convenient, enabling ongoing dialogue and partnership in supporting a child's development.

When using technology for assessments, it is crucial to consider data privacy and security measures. Teachers should choose platforms and tools that comply with relevant regulations and guidelines to protect sensitive student information.

4. What are the most difficult aspects of conducting assessments on young learners who are so varied in their learning styles/milestones?

Each young learner is unique, with different learning styles, abilities and developmental milestones. It can be challenging to create assessments that cater to this wide range of individual differences. Designing assessments that accommodate diverse learning needs and preferences is essential but requires careful planning and consideration.

Ensuring the validity and reliability of early childhood education assessments is crucial to obtain accurate and meaningful results. However, when dealing with young learners with varying learning styles and milestones, it can be difficult to create assessments that capture the full range of their abilities and provide consistent results. Striking a balance between assessing what is essential and being sensitive to individual differences can be challenging.

Selecting appropriate assessment methods that accommodate diverse learning styles can be demanding. Some learners may excel in written assessments, while others may perform better with hands-on or visual activities. Incorporating a variety of assessment methods, such as observations, portfolios, projects, and interviews, can help address these challenges, but it requires careful planning and implementation.

And assessing young learners with varied learning styles and milestones can be time-consuming and resource intensive. It may require additional time for individualized assessments, tracking progress, and analyzing results. Adequate resources, such as trained assessors, materials, and tools, need to be allocated to ensure accurate and comprehensive assessments.

Assessments of young learners are often subjective due to the involvement of human judgment. Interpreting and evaluating the performance of diverse learners can be subjective, leading to potential biases. It is essential to establish clear assessment criteria, provide assessor training and maintain consistency in scoring to mitigate subjectivity and ensure fairness.

When conducting assessments on young learners, it is crucial to consider ethical aspects. Assessments should be age-appropriate, culturally sensitive and conducted in a supportive and non-threatening environment. Respecting privacy, obtaining informed consent, and ensuring confidentiality are also critical factors that need careful attention.

To address these challenges, it is recommended to use a combination of formative and summative assessments, gather multiple sources of evidence, and employ flexible assessment strategies. Additionally, involving parents, teachers, and other professionals who work closely with the young learners can provide valuable insights and help create a holistic assessment approach.

5: Why are ECE assessments such a strong selling point to centers seeking to grow their enrollment?

Assessments allow centers to tailor their teaching methods and curriculum to the specific needs of each student. By identifying a student's strengths and areas for improvement through assessments, centers can create personalized learning plans that cater to their individual requirements. This personalized approach appeals to parents who want their children to receive targeted instruction and support.

By regularly assessing students' skills and knowledge, centers can track their development and demonstrate tangible improvement. This progress monitoring is appealing to parents as it reassures them that their child is making academic strides and receiving a high-quality education.

Centers that offer early childhood education assessments demonstrate transparency and accountability in their educational processes. By conducting assessments, they provide parents with objective information about their child's academic performance and areas that may need attention. This transparency helps parents make informed decisions about their child's education and builds trust in the center's commitment to their child's progress.

By using standardized assessments or providing comparative data, centers can show how their students' performance compares to national or international standards. This can highlight the center's competitiveness and reassure parents that their child is receiving a high-quality education that aligns with broader academic standards.

And assessments can identify potential learning difficulties or gaps in knowledge at an early stage. Centers that offer assessments can provide targeted interventions and support services to address these challenges promptly. Parents appreciate the proactive approach to addressing their child's educational needs, leading to increased enrollment in such centers.

How Vine Assessments Can Help

Software can track a child's developmental growth, benefiting your center and the children you serve.

Procare Solutions is the only provider of child care management software to offer integrated proprietary early childhood assessments for children from birth to 5 years old at no additional cost with Vine Assessments.

Vine Assessments is an integrated framework that gives early childhood educators a way to clearly articulate the growth and development of children in their care. Its assessments align with standards in all 50 states. Teachers using Procare can tie their lessons and observations directly to the appropriate Vine Assessments indicator from the web-based software and Procare child care mobile app.

Download "Why Assessments Matter in Early Education, " a free eBook that will answer more of your questions and get you ready to include assessments in your child care program!

About The Author

Leah Woodbury

Leah Woodbury is the head of content at Procare Solutions. Her job includes writing about topics that matter to child care professionals and finding ways to help them do their important work. She's a mom of two who loves getting updates about what her preschooler is doing during the day via the Procare child care mobile app!

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Early Childhood Education Assessments Explained | Procare

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Early childhood assessments provide vital information about student progress, inform instructional strategies and identify learning gaps!

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With rubrics being so versatile and clear with their expectations, there is still some cons that come along with this type of assessment. To start off, rubrics are typically teacher made, this can lead to unreasonable expectations or very low standards when rating the students abilities based off of the rubric. This is short means that not every student is being assessed or graded the same as others with other teachers. This can lead to misleading results in a students abilities or over looked students who truly did struggle and needed extra help in that area of learning. When making and taking the time to use a rubric having an understanding of the classes abilities as a whole and grading criteria is especially needed. Newer teachers may struggle with this in the beginning thus having their students struggle with them as a result.

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A checklist is a way to see where a child is developmentally. For young children these areas are  typically measured into categories such as social - emotional, cognitive, language, and physical strengths.

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A checklist consists of groups of areas that you would assessing the child on. This is followed by terms of what they can and can not yet do. To signify the results their is chart with options such as "yes" or "no" "can" "almost" and "cannot." It can also just but what it is and a place to check off the box.

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The purpose of event sampling is to wait and record when a behavior occurs. This is to watch the cause and effect of the behavior you are trying to record

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A time sample sets the desired behavior wanting to be recorded. This is done to track a behavior throughout multiple times and to count how many times that behavior has taken place.

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Rating scales can be used in two different ways typically, to start, we'll talk about the numerical scale. This scale consists of numbers 1 being graded or assessed low and 5 being high. When assessing a child's abilities or strengths the scale consists of low to high scores. You chose which score likely fits the child's grasp of knowledge shown. The second most used rating scale is a graphic rating scale. This scale unlike the numerical one used words that describe more of what the child can and cannot do. This scale is rated from never being low and always being rated highest.

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An example of a running record can vary based off of what materials are readily available to use. You can write and observe on paper of behaviors taking place or you can have a running record journal that indicates specifics such as the child's initials, date, time, a spot for recording the observation, and a spot to comment and analyze the data that was taken. This is the effective way and most commonly used.

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The benefits too using a checklist assessment is the easy to read results in what the child is achieving or delaying in. The assessments are typically straight forward in this format as far as showing where a child is developmentally. This assessment also looks at key factors of area of learning such as cognitive, social/emotional, language and physical strengths. This type of assessment is educator friendly due to the questions found on the assessment. It can be easily explained to families to follow along with what is and is not working with their child. Gives the educator an idea of what they need to personally work on with the student and what areas to help them reach their future milestones.

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Anecdotal records are used when wanting to record specific behaviors from a child. These records will look similar to a running record but are different. You want to have the child's name, time, date, classroom, and the setting in which the observation took place. Writing down the specifics is key in this type of recording. You are writing what you see and hear. Using precise and unbiased language and capturing the moment as it is.

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While checklists can be beneficial, there are disadvantages that come with this type of assessment. To start off, the checklist assessment is just that, a checklist. This type of assessment is a run down of Q/A type style and this is not beneficial when looking for a more in depth understanding of a students abilities. Checklists are a set scenarios and hardly have expectations or room for guidance when giving the assessment. This type of assessment is fixed and a more can or cannot style. This does not leave a lot of room for children who may be effected due to outside sources while being assessed and does not consider outside elements when conducting the checklist. Educators can also be blind to thinking that if a child does not do exactly what was prompted that the child is not developmentally adequate in that specific area. This can be turned into misleading insight on a child's strengths and abilities. Checklists are not meant to be the end all of academic achievement, but a guide on how to further assist a student in the areas of learning later on.

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The benefits to using a rating scale is that it can be used for more than just the rating of Academical achievements. This scale can help in tracking and looking at a students behavior in the classroom and help pin point some emotional/social issues that could be addressed and or worked through. Rating scales are also easy to follow and read. This makes for child friendliness when going over a rating scale because it can be more child friendly when explaining. Rating scales are also easy for teachers and families to use. They are versatile and like I said earlier can be used for more than just tracking developmental progress. These scales are less time consuming than other assessments and have the ability to track a decent amount of information.

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The thing about rating scales is they can be biased. For rating scales we are solely determining where a child rates based off of our own observation, which can be skewed depending on the day and situation. This can make for an unreliable source of information for teachers and families when discussing thesis scales. Another set back with the rating scales is the lack of actual notes and information given surrounding the circumstances rated. This means that even if a child rated low for "hand writing" it won't show what that looked like, if it was legible enough to be hand writing, or if the child showed proper hand writing skills. With limited information the scale shows, it can create confusion on where the child's strengths and weaknesses show. This makes it hard for educators to build individual plans to further help and assist when a child may be struggling.

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The benefits of a running record is that it gives a detailed report of a child's behavior and what was occurring. This makes it easy to read and understand what was occurring. These records can also be versatile and used in more ways than just for behavior. It can be used for newer teachers to get a glimpse of a child's behavior patterns before hand and offers great insight.

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The disadvantages that come with running records are they can be time consuming. This comes because you have to write down everything that is occurring in the moments its happening. Running records can be difficult to manage if you don't have a set time or idea of when you want to write one or start one for a student. This can cause some extra stress when trying to plan for a running record.

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The anecdotal record can be just a few things captured and not as drawn out or lengthy as other records. This makes the use of them very time friendly and easy to do on the fly. Having the freedom to not plan for an anecdotal record is perfect for a busy teacher who can always plan for other assessments or observations.

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I would use this method if a child is showing a new behavior they haven't before. This would be useful to understand why and where this behavior takes place the most.

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The disadvantages to anecdotal records are that they don't give a lot of information. The records don't need to be super long so the information being recorded can be lacking key elements if not captured at the right time. This can lead to unorganized records being kept and not always recording or looking at the right behaviors and moments.

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The advantage is the clear purpose or focus point of the observation. This makes for less room for error since you are only focusing on one behavior.

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The advantage of using an even sample is discovering why a child uses a behavior. The cause and effect process makes it easier to spot what is going on leading up to the savior occurring.

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Although a time sample is easy to execute, this skill takes some practice in planning an effective time to time sample. This may also not be the easiest when observing in the classroom opposed to observing during play time outside.

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Due to this being a cause and effect type of observation this makes it almost a never planned. You could be wasting a lot of time waiting for the behavior and actions leading up to it.