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.
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