Assessment and Evaluation
Assessment of children has been criticized for a variety of reasons. The most frequent criticism is the use of standardized tests in evaluating children. Some of the concerns as outlined by Charlesworth, Fleege, & Weitman (1994) are:
·
The test
items do not usually match what is being taught in the class
·
Teachers
tend to teach to the test
·
The tests
do not accurately measure what the children are capable of
·
Causes a
lot of stress for both the children and the teachers
As a result of the concerns the educators had with regards to the use of standardized tests, they came up some guidelines to help educators monitor the progress of the children. They are:
·
Children
should be assessed through what they do and create
·
Assessment
should be an ongoing process and not restricted to testing sessions
·
The
teachers should play an active part in devising tests for each of the children
Assessment Strategies:
A lot of early childhood programs are moving towards the use of
alternative assessment of children. Some
of the strategies that they use are described below:
1.
Observation
2.
Interviews
3.
Documentation
strategies: Checklists, rating scales, anecdotal records (used to document
specific behavior), running records (detailed documentation of everything that
occurs in the classroom), time sampling (recording an event that occurs within a
certain time frame), event sampling (recording each time a certain event
occurs), video and audio tapes, and portfolios.