What Are Responsible Assessment Practices?

What Are Responsible Assessment Practices?

Instructions:

What Are Responsible Assessment Practices?

Discussion 1: What Are Responsible Assessment Practices? And How Do They Support Healthy Development and Positive Learning Outcomes for Young Children and Their Families?

Early childhood educators, as well as all other educators, are asked every day to make decisions that come, in one way or another, from assessment. All of these decisions will affect a child’s learning outcomes. In a world where abuse of assessment and charges of misuse run rampant, what exactly are responsible assessment practices, and what do they mean to an early childhood educator?

This Discussion examines responsible assessment and the NAEYC’s position on what constitutes good practice. You will examine your own practice and select assessments that are appropriate for use in the learning environment. You will determine the best uses for these assessments and explain how they should be used and what data they will provide. Selecting the proper assessment instrument is crucial to supporting healthy development and positive learning outcomes in young children.

To prepare:

• Review this module’s Learning Resources and reflect on the material. Pay particular attention to NBPTS Early Childhood Generalist, NAEYC Position Statement, the video How to Observe Children, along with the Jiban (2015), Sparks (2015), and Dennis, Ruiter, and Simpson (2013) articles and recommended readings.
• Then, considering the definition of assessment, carefully note the various ways to assess young children while considering your own practice.

By Day 3 of Week 1

Post the following:

• In your own words, define “responsible assessment” and provide a rationale for your definition. Support your statements from the assigned readings.
• Identify two elements from the NAEYC position statement that best reflect your personal philosophy regarding assessment and that you believe are of the greatest importance to the field. Explain your selection and support your statements from the assigned readings.

REFERENCES

https://search.ebscohost.com/login.aspx?direct=true&db=rzh&AN=104627354&site=ehost-live&scope=site&authtype=shib&custid=s6527200

https://go.openathens.net/redirector/waldenu.edu?url=https://dx.doi.org/10.1177/0271121414523652

http://ceelo.org/state-information/state-map/

http://info.nwea.org/rs/nwea/images/EarlyChildhoodAssessment-ImplementingEffectivePractice.pdf

Copple, C. & Bredekamp, S. (Eds). (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8 (3rd ed.). Washington, DC: National Association for the Education of Young Children (NAEYC).

• “NAEYC Position Statement” (pp. 1–16)
• “NAEYC Guidelines for Developmentally Appropriate Practice” (pp. 16–24)
• “To Be an Excellent Teacher” (pp. 33–50)

http://www.naeyc.org/research/using

Required Media

Walden University, LLC. (Producer). (2015a). How to observe children [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 5 minutes.

Janet Gonzales-Mena provides observation information key to professionals in the early childhood field.

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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