Interview with Early Childhood Teachers - Assignment Example

Assessment of the Foundation Affiliate Department Introduction Curriculum standards provide a definition of what is supposed to be known by students and what they can undertake in a certain content area. These standards also facilitate developmentally proper teaching (Atkins-Burnett & Meisels, 2005). By doing assessment, teachers can use curriculum standards to determine which concepts require re-teaching and strengthening. According to Atkins-Burnett & Meisels (2005), assessment assists teachers identify when a new strategy is required. I interviewed an early childhood teachers and administrator about the assessments they use in their centers and this is what they said; Interview with the teacher Question: What types of assessments do you use in your center? Answer: We carry out some assessments in our school. The three main ones are; standardized tests, self-assessment, and rubric. In standardized tests, our students are compared to a set of criteria or a fixed standard for measurement in Criteria Reference Tests. Hemmeter, et al. (2001) observes that it is the role of teachers to plan how to prepare students to handle successfully standardized tests. Given that Criterion Reference Tests rely on the core curriculum, we teachers ensure that what we teach our students is in line but not limited to the goals of the curriculum that are evaluated by the test. Through self-assessment, children can reflect on their progress. We help students through self-assessment to assess their understanding through asking questions like what are my personal interests and strengths. What can I do very well? What is a single thing that I would want to work on? And what skills can I improve? We assist students model self-directed learning while helping each child learn the process and language of how to set, record and evaluate goals. Rubric makes it possible for students and teachers to share a clear understanding of expectations of performance that represent quality work (Hemmeter, et al. 2001). The student’s understanding of the criteria for evaluating their work enhances objectivity and motivation. With a clear understanding of standards, children can evaluate and reflect on their work. The level of understanding is enhanced if children are provided with models showing every level of the rubric. Our children benefit more if occasionally involved in developing a rubric for a class. Question: What is it you are trying to learn about the child by administering this assessment? Answer: In a standardized test we try to learn the ability of students to handle successfully standardized tests as well as assess their ability to practice and gain familiarity with the format of the test. In self-assessment, we establish the ability of the students to reflect on their progress. In rubrics, we establish the capability of the student to understand the criteria for evaluating their work. How is this assessment used? Answer: in most cases, we prefer to carry out individual assessments because the needs of the children are not the same. However, we occasionally do group or whole class assessments when there is a need for ranking. Question; How often is it administered? Answer: Assessment constitutes regular observation of students and collection of their samples of work. The data collected is documented, and a lot of emphases are directed towards discovering what is already known by the child and what the child can do. A more accurate picture is provided than when students are assessed in a contrived setting. An example is; when a child is asked to provide an answer to a mathematics question may not indicate whether the child has good solving skills or not. At that time, the child may not be able to comprehend the meaning of the problem. Because this is, the child may be coming down with the flu, or may have stayed up too late. In contrast, observing the child daily as the child handles various kinds of problems gives a teacher the ability to discover what the student understands about solving equations and other mathematical concepts. Question: How is it analyzed? Answer: After documentation, a comparison is done between the collected information of every student to the standard (Mindes, 2003). This step gives teachers the ability of guiding instructions, do an evaluation of their strategies of teaching, track the progress of the students as well as identify who requires special needs or those in need of additional services or interventions. Question: How is what you find out about the child through this assessment reported to the administration? Answer: Analysis of the assessment is a shared responsibility between the teachers and the administration. After collecting the data, teachers and the administration take the time to go through it together and make a decision concerning the way forward. Question: How is what you find out about the child through this assessment reported to parents? Answer: After data evaluation the outcome is communicated to the family. Families always want to be told how their children are progressing in school, and they appreciate more when they are given specific examples of the progress of their children. Parents can personally assess the progress and growth of their children if they are shown examples of their children over time. The whole story should be told when giving a report on performance progress. Sharing student’s work samples, discussing with families about standards, differentiating between progress and performance and using rubrics in conferences are some of the ways that assist in giving families accurate pictures about the progress of their children (Mindes, 2003). Interview with the administrator Question: What types of assessments do you use in your center? Answer: We carry out two major assessments; performance assessment authentic assessment strategies and comprehensive assessment. In performance assessment, we assess children as they take part in daily activities, solve problems, write stories, and draw illustrations. As they participate in these activities, teachers observe them and take brief notes on the interactions and discussions with students. Student’s work is reviewed by teachers, their weaknesses and strengths determined, and their track of progress kept over time. Teachers carry out age-appropriate, comprehensive and ongoing assessments that are aligned with curriculum standards. In the comprehensive assessment, the scope and range of information and kind of data we gather are based on the emotional, social, physical and cognitive development of the child. The success of a child as a writer in first grade is dependent on his fine motor development. The success of the second-grade student in working in a cooperative learning group depends on both cognitive and social skills. Information regarding the weaknesses along with strengths of the students in all areas is needed by teachers to enhance their guiding instructions and decision-making strategies. Authentic assessment strategies involves observing groups of children or individual children, interviews with parents or children, concept mapping of children or individual groups, journals kept by teachers or students, performance assessment tasks, open-ended problems or questions, drawings, photos, artworks and portfolios. Question: What is it you are trying to learn about the child by administering this assessment? Answer: Through performance assessment we can establish the ability of the child to draw illustrations, solve problems and write stories. Comprehensive assessment helps us learn the emotional, social, physical and cognitive development of the child that is important for the child’s future. How is this assessment used? Answer: We mainly prefer doing individual assessments because every child has a unique need or problem. Therefore, 90% of our assessments are on an individual basis. The other 10% is catered for in group or whole class assessments that are occasionally done and if there is a need. How often do you carry out the assessment? Answer: Assessments are carried out on a regular basis that helps us establish the progress of the child. Regular assessments show us the child’s weaknesses and strengths from time to time, and this puts us in a good position to provide an immediate solution. Administering of the assessment largely involves data collection that is later on documented and analyzed. How is it analyzed? Answer: Once data is documented, the teachers and the administrators take the time to analyze it by carrying out a comparison between the collected information of every student to the curriculum standards. This comparison is important because it gives teachers and the administrators the capability of guiding instructions, do an evaluation of their strategies of teaching, track the progress of the students as well as identification of children who are in need of additional interventions. Question: How is what you find out about the child through this assessment reported to parents? Answer: After data is analyzed, it is sent to all the stakeholders more so parents of the child. Communication to parents on the outcome of the assessment is done in various ways including; during Parents and teachers meeting at school, communication through emails or letters and in case the need is urgent, a parent is called to phone. Question: How is what you find out about the child through this assessment reported to the administration? Answer: The administration in most cases takes part in the assessment process and is well informed as the assessment continues. However, most assessments reach the administrators after the data collected by teachers is documented and ready for analysis. The administrators must be involved in the analysis. My reflection The process of interviewing the administrator and the teacher was easy, and this is as a result of the warm reception they accorded me and their willingness to respond to all my questions. I benefited a lot from the two interviews because through them I learned about curriculum standards and their roles in early childhood education. I also learned about various ways of carrying out assessments, how to administer them in line with the curriculum standards and their importance. Lastly, I got equipped with knowledge of how to involve children and parents in the assessment process. References Atkins-Burnett, S. and S. J. Meisels. (2005). Developmental screening in early childhood: A guide. (5th.Ed.). Washington, DC: NAEYC. Hemmeter, M.L., Maxwell, K.L., Ault, M.J., & Schuster, J.W. (2001).Assessment of Practices in Early Elementary Classrooms. New York, NY: Teachers College Press. Mindes, G. (2003). Assessing Young Children. Upper Saddle River, N.J.: Merrill, Prentice Hall. Shores E.F., and Grace, C. (2005). The portfolio book: A step-by-step guide for teachers. Upper Saddle River, NJ: Merrill Prentice Hall. Read More