Assessment Plan

Assessment Plan
 

Domain:  Language and Literacy

Domain Area:  Foundational Skills for Reading

Standard:  Print concepts

Learning Outcome:  The student will recognize and name letters such as those in his name, names of family and friends, and those seen in environmental print, 4/5 times.

Activities:

            1.      Obtain own name from word wall to go to the center you want to play in.
            2.      Play the block Alphabet game.

Observation-Based Assessment: 

          

1.       Observes the student as they go to the word wall and take off their own name.  Also observe if they help another student identify their name.  Give credit if they identify their own name.

2.      Put the alphabet blocks, like those in the picture, out on the table.  Select the students you want to observe and call them to the table.  You spell your name with the letters and then ask each one of them to spell theirs.  Observe to see if they complete the activity by spelling their name correctly and correctly naming the letters in their name.  Also observe to see if they help another child spell their name.  Another option is for the students to use the model of their name that they obtained off of the word wall.

Assessment Rubric:

*Level                                                     Objective                                                 Discussion Questions

Level 1	Recognizes and identifies  no letters	Ask open-ended question during observations and 1:1 conversations.  Ex:  Can you find/name the letters that make up your name?  Now can you put them together to spell your name?  Observe whether the student picked out their own name correctly from the word wall and record the data. Observe whether the student helped another student recognize his name and record data.  Tip:  Snap a picture of the child with the blocks to add to computerized observation.
Level 3	Recognizes and identifies 10 letters	Ask open-ended question during observations and 1:1 conversations.  Ex:  Can you find/name the letters that make up your name?  Now can you put them together to spell your name? Observe whether the student picked out their own name correctly from the word wall and record the data. Observe whether the student helped another student recognize his name and record data  Tip:  Snap a picture of the child with the blocks to add to computerized observation.
Level 5	Recognizes and identifies all letters and comments about letters in the environment.  Understands that letters form words.	Ask open-ended question during observations and 1:1 conversations.  Ex:  Can you find the letters that make up your name?  Now can you put them together to spell your name?  Can you identify/spell anyone else’s’ name? Can you tell me about the letters in your classroom?  What do they spell? Tip:  Snap a picture of the child with the blocks to add to computerized observation.

* Levels 2 and 4 would be the number of letters recognized that are >0 but <10 and >15 but <23.If you only use levels 1,3, and 5 over many observations, then you can average the score easier.

Testing Constraints:

            Some of the testing constraints may be that the activity to be assessed does not have reliability, or the child is not feeling well, the setting of the assessment is not conducive to learning (lighting, noise level, etc.), instruction are not understood.
            On the other hand, there are some very good aspects of Observation-based assessment.  Those can include:

1.       Learning is assessed in a natural environment.

2.      Skills are captured in real life and over time, therefore is it comprehensive.

3.      Children are compared to themselves, and focus on their strengths and interests.

4.      Parents can understand this assessment process.

5.      Impacts teaching and reteaching of skills.

Rationale for testing items

Assessment is very different in the Pre-K setting. We have state ELSF's (Early Learning Standards Framework) that are our learning outcomes.  It is not developmentally appropriate to pencil and paper test this population, but they can be assessed through observations and portfolios.

When I first read the assignment, I thought that I might make a lesson for a different grade level.  But then I decided to use the information to help in my own classroom.  I will teach Pre-K until I retire and Pre-K is where my heart is.  We do assess our students but just not in the same format as other teachers.  That is why I reversed the questions so that I was asking or leading the test questions.  I often take pictures to put on the electronic portfolios and add data to explain the picture.  This type of assessment is subjective too and since Pre-K has undergone several changes since it's inception, the program is not valued for some politicians and outsiders.  The Pre-K program is under constant scrutiny because we are viewed as babysitters and not true educators.

I will also use developmentally appropriate checklist to see if a student is at skill level.  I will also use my mentor teacher to check the student to see if we rate the student the same.  A second opinion, or collaborating with same level teachers helps to keep the assessment valid.  Then sometimes, incidental learning leads to  assessment.  I can just walk around my room, and join a group of kids, doing what kids do, and see where they stand cognitively, socially, emotionally, physically, etc.  Assessing students in their natural  activities of play often leads to the best assessments.

Choosy Kids

                                                                                                              Rebecca Cyrus

                                                                                                              Education 645

                                     

Theme:  Choosing to be Healthy

Standard I:  Music and Movement

Learning Criteria:

1.      Each child will participate in a variety of music and movement activities.

2.      Each child will demonstrate movement while singing the song “Stir the Soup 1”.

3.      Each child will identify their basic colors.

choosykids.com

Stir the Soup

Let’s make a healthy soup out of yummy colors!
Throw it in the pot and stir the soup! (repeat)

When I say yellow is, you say yummy!

Yellow is…

yummy! (repeat)
(repeat)

Now, peel your yellow bananas! Peel your yellow corn! Peel your yellow apple!

Choosy’s in the kitchen getting things warm!

Chorus:
Now, throw it in the pot and stir the soup, stir the soup, stir the soup!

Throw it in the pot and stir the soup, stir the soup, stir the soup!

When I say green is, you say great!

Green is…

great! (repeat)
(repeat)

Now, chop your green broccoli! Chop green spinach! Chop your green pears!

This will taste so good when we are finished!

Chorus
When I say red really, you say rocks!

Red really.....

rocks! (repeat)
(repeat)

Now, pick your red cherries! Pick your red beets! Pick your red tomatoes!

The healthy soup is ready to eat!

Chorus (repeat)

These learning criteria are developmentally appropriate for 3-5 year olds. They are from our WV Early Learning Standards Framework.  

At this young age, we do not paper and pencil test.  Listed below are some data questions for portfolio assessments on 3-5 year olds.

Test Items:
1.  Did the child stand still during the group singing and dancing?  Or did the child sing and dance during the activity time?  I may take a picture of this activity and put it in the child's portfolio. Since the learning criteria states the child will participate in a variety of music and movement, I would have to observes this more than one time.
2.  Did the child move at all while singing "Stir the Soup".  Is movement age appropriate? Was the student a leader or follower of the movements and words?
3.  I may assess this data by watching the student identify the colors, using the appropriate veggie.  I would ask them to name the veggie and the color.  I would take data on this information and put it in their computer portfolio.
Essay question:
This question would have to be a verbal question as most of my students cannot write at this age.  I  would engage the students, asking leading questions and record the data.  The questions may be:  What other veggies can we think of that are green?  What can we identify in this room that is green?  etc.


 

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