Assessment strategies and tools might include the following: • portfolios
• developmental continua
• age and stage-of-development charts • videotapes and/or photographs • records of reading behaviours • conferences
• self-assessment and peer assessment • writing samples
Use of Observations of Parents
As discussed earlier in this document, family and community are anchors for children’s development and learning. Research shows that increasing families’ engagement in their children’s learning reaps powerful benefits. “Benefits are greatest when there is planned programming for children and their families and relationships with families are based on mutual trust and respect and are sensitive to family culture, values, language, and composition … Parents want to understand how their children develop and learn. They benefit from observations and information about how to support learning and to recognize how their children are doing. Parents also benefit from contributing to what is offered in the program and what goes into the curriculum. Early childhood programs need family/ community perspectives if they are going to serve young children in light of parent and community needs” (ELECT, p. 10).
Communication with children and their parents throughout the assessment and evaluation process is critical to successful learning. Early Learning–Kindergarten teams provide information for parents to assist them in understanding the assessment and evaluation process, including the ways in which assessment helps identify a child’s strengths and needs and the next steps for program planning.
The Early Learning–Kindergarten team should gather as much information as possible from the parents and consult with them when assessing the child’s adjustment to school and progress towards achievement of the learning expectations. Parents should be invited to observe their child in the classroom setting and to discuss their observations with the team. Also, since parents are familiar with their child’s knowledge and skills in the home setting, the team should invite parents to share their observations of their child throughout the school year. Other professionals who may be involved with the child should also participate in program decisions, provided that the appropriate permission has been granted. Observation notes – Diya L.
January 15: Writing
– wrote name on sign in the block centre
– included first, middle, and last letters
– used name card to write friend’s name too – looked back at the card
before writing each letter
Observation notes – Marcus A. October 4:
– got up during group time and walked around, looked on shelf, and then came back to the group
October 7:
– during read-aloud, looked away and then returned attention – waited for his turn to talk
Early Learning–Kindergarten teams will communicate findings from assessment and evaluation of achievement to the parents, the child, and others involved in the child’s learning. When reporting on what children have achieved, teams will describe the assessment and/or evaluation methods used, the purpose of the assessment, and the expectations for which progress was assessed or achievement evaluated. Reporting throughout the two years of the Full-Day Early Learning– Kindergarten program must always indicate the child’s growth and achievement in relation to the learning expectations for the end of the Full-Day Early Learning– Kindergarten program. Reporting should reflect achievement in the skills and strategies that the children are developing as they progress through the program.
The reports must reflect evaluation of achievement in all six areas of learning. Reports should include anecdotal comments on the child’s achievement in relation to the overall expectations and the next steps for the Early Learning–Kindergarten teams, as well as next steps for the parents to assist them in supporting their child’s learning. Reporting should be ongoing and should include a variety of formal and informal means, ranging from formal written reports and discussions with parents and the child to informal notes to parents and conversations with them.
REPORTING
Although human development is complex and varied, the general progression of children’s development can be anticipated (Pascal, Every Child, p.13). Skills in the five areas of development – physical, social, emotional, cognitive, and communication/language – are likely to emerge in a roughly predictable sequence. Team members need to keep in mind that individual development proceeds at different rates and is influenced by family and community contexts. Team members should also be aware that families may view development differently. For example, views on child-rearing practices and approaches to discipline will vary depending on social and cultural contexts.
In addition to their own observations and the information provided by parents, Early Learning–Kindergarten teams can use the information available through the Early Identification of Children’s Learning Needs process to determine individual children’s level of development, learning abilities, and needs. This identification procedure is part of an ongoing assessment process that boards are required to initiate when a child first enters school.
When planning programs to meet the needs of individual children, Early Learning–Kindergarten teams should consider a range of developmental assessments of individual children. The following chart offers guidance when making program decisions. The chart is not meant to be a comprehensive list, but highlights key observable behaviours in all five areas of development, and ways of taking them into consideration.