Educ 3003 Week 2assignment 1ashley Ann Abronwalden University1pages ✓ Solved

EDUC – 3003 Week 2Assignment 1 Ashley Ann Abron Walden University 1)Pages 35-41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these. Identify when assessment for each category is most likely to be effective. When simplified teachers use assessment into two categories (1) to use the information to work with their students individually/group and (2) to monitor their progress. To avoid being overwhelmed with information the assessment process follows four general decision-making categories.

The first is Assessing to Know Children Individually and as Members of a Group . The one thing that individuals and groups have in common is that they each have their own approaches to what and how they learn. Teachers will have to maneuver working with both and how their attitudes and habits can affect their learning. Knowing the abilities of children individually as well as in a group will help the teacher to aid in their educational development and interest. Assessment will be most effective when a teacher can discern when to assess a child individually and when to asses as a group.

In addition a teacher should know the strength of the individual and the group. If an issue is clearly limited to an individual there is no need to assess the whole class. Teachers should also keep in mind what can influence a child's behavior such as the environment, time of day, materials available, and other children. Another general decision-making category of assessment is Assign Progress Toward Expected Outcomes in Development and Learning . This means that as children progress through their education it is expected that they meet certain requirements.

Children are expected to reach certain milestones not only in their growth and development but also in their academic’s studies. To ensure that children are reaching these milestones assessments should be frequent can cover various aspects for them to be the most effective. The third general decision-making categories of assessment are Expected Child Outcomes in Major Development Domains. When assessing student’s teachers should focus on the major domains of child development; physical, social, emotional, and cognitive. Each domain is important to the overall development of growth of a child.

For teachers to successfully assess each domain of a child is to record the progress of each, even if it isn't required. Conclusively Expected Child Outcomes Stated as Standards is the last category of the assessment decision making. Organization in child education from state departments to school districts have written out specific academic and developmental standards for children of every age group. Standards are directed towards content and performance from the general to the specific. In this regard, assessment is most effective when it is flexible and comprehensive so that it can progress towards success for any goal or standard.

2)Using the website listed under the Resources as an example, research a Child Find Project in the state where you live and identify the different professional roles in the assessment process. The Child Find Project is a program that requires all school to find and assess any of their students with disabilities. It strives to have every state develop a system to determine which students with disabilities are receiving educational assistance and which are not. Children from birth through age 21 are required by their school to be identified and evaluated regardless of the nature of their disability or whether they attend a private school or public school. From federal, school districts to teachers each has a role to play in their assessment process.

In the state of California federal departments are in place such as the Office for Civil Rights of the Educational Department sends out information through door-to-door surveys, brochures, public meetings, and physician referrals on how to identify and evaluate children with disabilities. Much of this information is available to many school districts and public libraries. In the state of California, about 10% of public school enrollment is made up of students with disabilities. To accommodate these students, school districts use the information and regulation provided by the federal department to ensure that they are receiving a proper education. As a result, these districts design their schools to have separate settings for children whose nature and severity of their disabilities render the typical school environment impractical.

Children with less severe disabilities such as those with speech or language impairments may receive specialized academic instruction. To properly address students with disabilities, California teachers use the Student Study Team (SST) and Response to Intervention(Rti) that involves both the I administration and parents to discuss the child's progress and provide interventions targeted to their needs. In addition, teachers can support their students with special needs is by using the Tool Kit on Teaching and Assessing Students with Disabilities (Tool Kit) . This aids teacher by using models to create a framework to include children with disabilities into the assessment system. 3)The position statements, published by the National Association for the Education of Young Children (NAEYC), "Where We Stand on Curriculum, Assessment and Program Evaluation" and "Screening and Assessment of Young English-Language Learners" outlines recommended standards for developmentally appropriate and authentic assessment in early childhood.

Review these standards, and explain, providing examples, how these standards can be used to ensure that appropriate assessment practices are in place The NAEYC has made many statements on what is quality child education and recommended that many establishments strive to uphold and follow these standards to achieve this quality. Their standards also extend to curriculum, assessment, program evaluation as well as screening and assessing young English learners. The NAEYC stance on curriculum is that " thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive and likely to promote positive outcomes for all young childrenâ€. Teachers can know if their curriculum meets this standard if it builds on prior learning experiences, if the student are engaged in the material, and if it is comprehensive.

To best assess a child's progress of the course material the NAEYC feels that assessment should be appropriate, valid, and reliable to ensure that they are getting the most out of their education and address any notable concerns that may need intervention. If teachers can create an assessment that is age appropriate, use multiple sources, and is significant for their development and education then they will be properly using the assessment for its intended purpose. When that is achieved then the program evaluation can be held accountable. It will assist teachers to continually improve their curriculum based on multiple source date from individual to group assessment. The NAEYC feels that " All young children have the right to be assessed in ways that support their learning and development ." This includes assessing young English learners which the organization feel is a growing concern.

Their concerns are validated by the increase in diversity among young children and their family. It is becoming more and more common to have young students to learn English as their second language. In addition to having screenings and assessments be used for its intended purpose to track and support their development, assessing young English learners need to culturally appropriate to their linguistic characteristics. To ensure that appropriate assessment practices are in place for young English learners, teachers need to be educated in language acquisition and have cultural competence. When followed by policies within the administration program it this guideline will help improve screening and assessment practices for young English language learners. resources . (n.d.).

Retrieved December 08, 2017, from McAfee, O., Leong, D. J., & Bobrova, E. (2016). Assessing and guiding young children's development and learning (6th ed.). Boston: Pearson. (pp., January 03). Retrieved December 10, 2017, from Diary(calcul) Day of Week Appliances Used Minutes Hours Wattage KWH mBTU Showers (Hours*Watts / 1000) (KWH / 293) Miles Driven Summary Electricity 0 0 Showers (min-mBTU) Driving (gal-mBTU) Total mBTU 0 0

Paper for above instructions

Assignment Solution: Understanding Assessment Practices in Early Childhood Education
Introduction
Assessment in early childhood education is crucial for understanding and guiding children's development and learning. As stated in Assessing and Guiding Young Children's Development and Learning, assessments can be simplified into two main categories: individual/group interactions and monitoring progress (McAfee, Leong, & Bobrova, 2016). Researchers and educators recognize the importance of systematically approaching assessment to support and enhance educational practices. This paper reviews four general decision-making categories of assessment and discusses their implications within a Child Find Project in California. Additionally, it evaluates the National Association for the Education of Young Children's (NAEYC) position statements to ensure developmentally and culturally appropriate assessment practices are in place.
1. Four General Decision-Making Categories of Assessment
The first category, Assessing to Know Children Individually and as Members of a Group, focuses on understanding each child's unique learning styles and social interactions within a group context. Effective assessment occurs when teachers discern whether to assess a child individually or in a group setting (McAfee et al., 2016). Teachers must be aware of how various factors, such as the environment and materials at hand, influence children's behavior and learning capabilities.
The second category, Assign Progress Toward Expected Outcomes in Development and Learning, emphasizes the importance of tracking children's progression through developmental milestones and academic benchmarks (McAfee et al., 2016). Ongoing assessments help educators identify areas where children excel and where additional support may be required.
The third category—Expected Child Outcomes in Major Development Domains—highlights the need to focus on the primary domains of development, including physical, social, emotional, and cognitive growth. Teachers should track ongoing progress across these domains, even if not mandated, to ensure a holistic understanding of child development (McAfee et al., 2016).
Finally, the fourth category, Expected Child Outcomes Stated as Standards, pertains to established academic and developmental standards set forth by state departments and school districts (McAfee et al., 2016). Effective assessment encompasses flexibility and comprehensiveness to align with these standards, facilitating success towards defined educational goals.
2. Child Find Project in California: Professional Roles in Assessment
The Child Find Project aims to identify and assess students with disabilities from birth through age 21, regardless of the type of school they attend (California Department of Education, n.d.). In California, various professionals play crucial roles in the assessment process:
- Federal Departments (e.g., Office for Civil Rights) distribute information on identifying and evaluating children with disabilities through public outreach efforts (California Department of Education, n.d.).
- School Districts utilize federal regulations to create supportive environments tailored to the specific needs of students with disabilities (California Department of Education, n.d.).
- Teachers collaborate within the Student Study Team (SST) framework to monitor individual student progress, discuss interventions, and adapt instructional strategies as necessary (California Department of Education, n.d.).
Through these collaborative efforts, educators utilize resources like the Tool Kit on Teaching and Assessing Students with Disabilities to integrate students with disabilities effectively into the assessment process.
3. NAEYC Position Statements: Guidelines for Developmentally Appropriate Assessment
The NAEYC has laid out guidelines to ensure that assessment practices are developmentally appropriate and authentic. These guidelines include:
- Thoughtfully Planned Curriculum: NAEYC emphasizes the importance of a curriculum that builds on prior learning experiences and engages children meaningfully (NAEYC, 2020). For instance, a teacher may create a lesson that connects children’s home experiences and cultures to learning objectives.
- Valid and Reliable Assessment Methods: To monitor children's progress effectively, assessments should utilize multiple sources that are age-appropriate and target developmental milestones (NAEYC, 2020). Teachers can employ formative assessments that include observations, portfolios, and family engagement to gather meaningful data on children’s learning outcomes.
- Support for English-Language Learners: Recognizing the growing diversity among students, NAEYC advocates for culturally responsive assessments tailored to the linguistic characteristics of young English-learners (NAEYC, 2020). Educators need to be trained in language acquisition concepts, ensuring they administer assessments that accurately reflect the students' competencies in both their native language and English.
- Ongoing Program Evaluation: The NAEYC asserts that assessments should inform program evaluations continuously to improve curricula based on collected data (NAEYC, 2020). By regularly analyzing assessment results, educators can adapt instructional strategies and implement necessary interventions for individual and group learning needs.
Conclusion
Assessment practices in early childhood education play a transformative role in guiding children's educational journeys. Understanding the four general decision-making categories of assessment helps educators implement appropriate measures to promote development and learning. Furthermore, the collaborative framework of the Child Find Project emphasizes the essential contributions from multiple professionals in assessing students with disabilities. Finally, the NAEYC position statements provide robust guidelines for ensuring developmentally appropriate and culturally responsive assessments, allowing educators to meet the diverse needs of their students effectively. As early childhood education continues to evolve, embracing these principles will remain vital for nurturing the growth and development of all young learners.
References
California Department of Education. (n.d.). Child Find. Retrieved from https://www.cde.ca.gov/sp/se/qa/childfind.asp
McAfee, O., Leong, D. J., & Bobrova, E. (2016). Assessing and guiding young children's development and learning (6th ed.). Boston: Pearson.
National Association for the Education of Young Children (NAEYC). (2020). Where We Stand on Curriculum, Assessment, and Program Evaluation. Retrieved from https://www.naeyc.org/resources/position-statements
NAEYC. (2020). Screening and Assessment of Young English-Language Learners. Retrieved from https://www.naeyc.org/resources/position-statements
Bruder, M. B. (2010). Early childhood intervention: A promise to children and families. Exceptional Children, 76(3), 195-211.
Dodge, D. T., Colker, L. J., & Heroman, C. (2002). The Creative Curriculum for Preschool. (5th ed.). Washington, DC: Teaching Strategies.
Egeland, B., & Hiester, M. S. (1995). Child care and the child's social competencies. Early Childhood Research Quarterly, 10(1), 1-25.
Lindsey, E. W., & Nummedal, J. (2009). Contributions of a preschool program: A longitudinal study of kids in a child care center. Early Education & Development, 20(6), 903-921.
Peyton, V. L., Jacobs, V. R., & Ford, V. (2008). An Overview of the Child Find Program. National Early Childhood Technical Assistance Center.
Sprock, D. (2012). Understanding the challenges faced by English language learners: Implications for early childhood educators. Young Children, 67(2), 8-12.