Standard V: Assessing Children’s Development and Learning” and the “Architecture of Accomplished Teaching from the National Board” from the National Board for Professional Teaching Standards (NBPTS) (2012) outline the best practices for teaching young children. Along with “Purposes for Assessment” from the National Association for the Education of Young Children (NAEYC) (2009), these documents provide a foundation for assessment and analysis of data
Discussion 2: Analyzing Accomplished Teaching and Assessment Practices and Identifying Strengths and Weaknesses in Practice
“Standard V: Assessing Children’s Development and Learning” and the “Architecture of Accomplished Teaching from the National Board” from the National Board for Professional Teaching Standards (NBPTS) (2012) outline the best practices for teaching young children. Along with “Purposes for Assessment” from the National Association for the Education of Young Children (NAEYC) (2009), these documents provide a foundation for assessment and analysis of data.
In this Discussion, you will examine your personal strengths and challenges in your assessment practice. You will conduct research and provide information on how to improve your own practice, as well as share this information with others. You will begin to serve as a critical friend to your peers as you suggest resources for their benefit.
· Analyze each element of the “Architecture of Accomplished Teaching,” “Standard V: Assessing Children’s Development and Learning,” and “Purposes for Assessment”
· Then, read the two Bagnato (2011, 2014) articles.
· Finally, review the material from Week 1 Discussion.
By Day 3 of Week 2
Post the following:
· Identify three personal strengths and three challenges in your current assessment practices/teaching. Give examples from your own practice.
· Identify how you can develop two of your areas of weakness.
· Use external research (a minimum of two resources) to support your statements regarding improvement.
· Include in your discussion the NAEYC “Purposes for Assessment.”
Running head: RESPONSIBLE ASSESSMENT 1
RESPONSIBLE ASSESSMENT 5
Top of Form
There are various strengths and challenges that are associated with my current personal assessment practices. For instance, adopting formative evaluation methodologies such as quizzes enables me to monitor my students’ academic progress in regularly. Additionally, I often employ summative assessment frameworks to confirm students’ achievement, which in turn enables me to identify the potential changes that I need to make and adjust my instructional strategies accordingly. The third benefit that comes with the adoption of my assessment practices is that they provide students with the opportunities to remain focused, motivated, and determined to succeed and attain the highest potential. While these assessment methodologies are beneficial, they have their shortcomings, first, they cannot be undertaken if everything is not taught beforehand. Additionally, these evaluation exercises are not only detailed but also time-consuming. Finally, the students may not understand why the assessment is taking place.
The aforementioned weaknesses and challenges can be addressed by adopting authentic assessment strategies. According to Bagnato et al. (2014), authentic assessment can be defined as the process of embracing developmentally appropriate alternatives to conventional tests and assessment practices. To accomplish these goals, educators must collaborate with parents, teachers, and community members to encourage them play an indispensable role in the evaluation from beginning to the end. Additionally, the assessment methodologies and materials that are used should meet the distinct needs of each student (Bagnato, 2011). This can be done by ensuring that it accommodates their developmental and disability-specific characteristics. Authentic assessment exercises are increasingly being recognized as some of the best practices embraced by major professional organizations. Thus, there is a need for modern instructors to provide valid, sensible, as well as contextually appropriate evaluation methodologies for early childhood interventions.
These recommendations reflect the ideals proposed by the NAEYC position statements on the purpose for assessment. According to NAEYC, the primary goal of assessing students is to support early childhood professionals to gain insights into the learning approaches of a particular child or group of children, improve their overall knowledge of development, enhance educational programs, for children, and increase their access to resources (National Association for the Education of Young Children, 2003). This purpose statement is in line with the authentic assessment practices in the sense that it recommends the adoption of context-specific and student-centric approaches of understanding learners’ needs at academic, developmental, and cognitive levels. Therefore, embracing authentic assessment tools can generate long-lasting benefits for both educators and their respective stakeholders such as children and parents.
Bagnato, S. J. (2011). Authentic assessment for early childhood intervention: Best practices.
Bagnato, S. J., Goins, D. D., Pretti-Frontczak, K., & Neisworth, J. T. (2014). Authentic
assessment as “best practice” for early childhood intervention: National consumer
social validity research. Topics in Early Childhood Special Education, 34(2), 116-127.
National Association for the Education of Young Children, Washington, Dc. (2003). Early
childhood curriculum, assessment, and program evaluation: Building an effective,
accountable system in programs for children birth through age 8. position Statement.
National Association for the Education of Young Children.
Bottom of Form
RE: Discussion 2 – Module 1
Top of Form
Assessments are imperative in student success, yet often educators struggle with giving practical assessments and using assessment data effectively. According to the NAEYC (2003), evidence has accumulated about the value of a high-quality, well-planned curriculum and child assessment. Assessment plays a significant role in student success. One of my strengths with evaluation is consistency. I give assessments weekly and monthly that students are prepared to take using information pulled from their interactive notebooks provided as a study guide. Also, one of my strengths is the use of assessment data. I take the information from my assessments and use the data for reteaching, small group, and mastery. Lastly, I am firm in my assessment creation and variation. I offer my students many different types of assessments to determine knowledge and deficit. I incorporate technology heavily into my assessment practices and create fun interactive modes in which students feel they are playing a game verse taking a quiz. Two of my favorite applications are google forms and Kahoot.
One challenge in my current assessment practices is the effective differentiation of assessments to meet the needs of all learners. The need to assess young children more developmentally appropriate, representative, accurate, functional, and strengths-based, especially for children with disabilities, has led to a professional sanctioning of observation-based assessment, authentic assessment, and conventional testing (Bagnato et al., 2011). Adapting assessments to the individual child is challenging. I become even more frustrated when the students take county-mandated tests without accommodations similar to every child in the classroom. Without exposure to assessments that do not measure their capabilities, students will lack the skills necessary to survive the more prominent statewide exams. Also, I struggle with pacing and keeping on track with a curriculum guide following county-wide assessments via pacing guide. Often I am teaching students multiple grade levels below, and it can be challenging to feel the need to introduce a subject longer than the suggested timeline. Lastly, I struggle with the incorporation of project-based assessments. Most of the students I work with lack resources at home to independently complete project-based assignments. When requiring projects part of a school-wide initiative, many of the parents complained, and most of the students did not meet the task requirements, thus resulting in zeros bringing down their grades.
One way to develop my weakness regarding the differentiation of assessments is to focus on the students’ multiple intelligences in my classroom. The basics of the multiple intelligence theory suggest other ways of considering students’ work and a collection of the learning abilities, not the disabilities of adolescents. (Stefanakis, 2010). As I learn more about multiple intelligences and focus more on students’ strengths than weaknesses, my classroom atmosphere towards assessment practices may shift. According to the NAEYC (2003), it is essential for curriculum, assessment, and program evaluation to support children’s diversity, including their ages, individual learning styles, temperaments, culture, racial identity, language, and values of their families and communities. Each child I teach is unique, so my assessments need to tailor their uniqueness. Another way to develop my weakness regarding project-based learning is to incorporate more of the real world into the classroom content and instruction. Everyone involved in the school community should understand that learning and teaching must be relatable to students to be ready to apply them in real-life scenarios. To implement these activities properly, one must identify the benefits, know how to rectify challenges, and understand what skills are being assessed to ensure that the learners efficiently obtain the desired outcomes. (Galvan & Coronado, 2014).
Bagnato, S. J., McLean, M., Macy, M., & Neisworth, J. T. (2011). Identifying Instructional Targets for Early Childhood via Authentic Assessment: Alignment of Professional Standards and Practice-Based Evidence. Journal of Early Intervention, 33(4), 243–253.
Galvan, M. E., & Coronado, J. M. (2014). Problem-Based and Project-Based Learning: Promoting Differentiated Instruction. National Teacher Education Journal, 7(4), 39–42.
National Association for the Education of Young Children (NAEYC). (2003). Early childhood curriculum, assessment, and program evaluation. Retrieved from
Stefanakis, E. H. (2010). Differentiated assessment. [electronic resource] : how to assess the learning potential of every student. Jossey-Bass.
Bottom of Form