What is Assessment in Early Childhood Education?

Summary

Dr. Jennifer Mata's video delves into the nuances of educational assessment, distinguishing between terms like assessment, evaluation, and measurement. She outlines the assessment cycle, highlighting its role in feedback and lesson planning. Mata differentiates between formal and informal assessments, discussing their purposes and examples, such as norm-referenced and criterion-referenced tests. The video also touches on authentic and performance-based assessments, emphasizing the importance of fair and appropriate assessment tools to accurately gauge students' abilities.

Takeaways

• 📚 Assessment in early childhood education involves observing, recording, and documenting children's work to inform educational decisions.
• 🔍 Evaluation is broader than assessment, encompassing a judgment call based on gathered information, while measurement assigns numerical values or labels to observed traits or behaviors.
• 🔁 The assessment cycle is a continuous process of gathering evidence, providing feedback, reflecting on teaching plans, and adjusting teaching strategies.
• 📊 Formal assessments are standardized and developed by professionals, whereas informal assessments are designed by teachers to inform planning and teaching.
• 📈 Norm-referenced tests compare individual performances to a hypothetical average student, useful for ranking but not for measuring group progress.
• 🎯 Criterion-referenced tests measure performance against a set of standards, useful for assessing group performance and individual achievement on specific tasks.
• 👀 Informal assessments like observations, checklists, and rubrics are low-stakes and help teachers gauge student learning regarding specific objectives.
• 🎨 Authentic assessments focus on real-life activities, while performance-based assessments require students to demonstrate skills through actions.
• 📈 Formative assessments provide ongoing feedback to improve learning, whereas summative assessments determine final achievements at the end of a learning period.
• ⚖️ Assessment issues include fairness concerns due to socio-economic and cultural differences, and the potential mislabeling of students based on test results.

Q & A

What is the primary purpose of assessment in early childhood education?

The primary purpose of assessment in early childhood education is to observe, record, and document the work children do and how they do it, serving as a basis for educational decisions such as planning, placement, or parent-teacher conferences.

How does evaluation differ from assessment?

Evaluation is a broader process that involves gathering information to make judgments or decisions about children's learning. It requires information from the assessment process to inform these decisions.

What is the difference between assessment and measurement?

Measurement is a process of determining an individual's traits or behaviors through observation, testing, or other means and assigning a numerical value, rating, score, or label to that determination. Assessment, on the other hand, is more focused on observing and documenting children's work for educational planning.

Can you explain the assessment cycle mentioned in the script?

The assessment cycle is a continuous process where a teacher gathers evidence, provides feedback to students, reflects on plans and lessons, and continues teaching while gathering more evidence. This cycle is integral to the teaching and learning process, as it not only involves evidence collection but also the use of this evidence in teaching and learning.

What are the two main types of assessment discussed in the script?

The two main types of assessment discussed are formal assessment, which is based on empirical data and designed by test developers, and informal assessment, which is designed by the teacher for immediate educational use.

How do norm-referenced tests function in formal assessments?

Norm-referenced tests report whether test takers perform better or worse than a hypothetical average student by comparing their scores against a statistically selected group of test takers. They are designed to rank test takers on a bell curve, which accentuates performance differences rather than measuring specific learning standards.

What is the purpose of criterion-referenced tests in formal assessments?

Criterion-referenced tests measure performance against a fixed set of standards or criteria. They are used to measure whole group performances by comparing students to levels of expected performance on a particular task.

Why are informal assessments considered low stakes compared to formal assessments?

Informal assessments are considered low stakes because they are used by teachers to inform planning and teaching, and to gauge student learning regarding specific learning objectives. They do not have high-stakes implications such as admissions, placement, or tracking decisions.

What are some common informal assessments used in early childhood education?

Common informal assessments include observations (spontaneous or focused), anecdotal and observational records, checklists, rating scales, rubrics, peer assessment, self-assessment, and portfolios.

How can teachers ensure they are assessing students in their modality of strength?

Teachers can assess students in their modality of strength by using various assessment types and modalities, such as oral presentations, group work, projects, drawings, experiments, or performances, and by not restricting students to a single mode of demonstration, like writing.

What are some potential issues with formal assessments as discussed in the script?

Potential issues with formal assessments include fairness concerns due to socio-economic status, cultural and background differences, and the possibility of confusing language proficiency with learning needs, which may lead to inappropriate labeling and tracking of students.

Outlines

00:00

📚 Introduction to Assessment Concepts

Dr. Jennifer Mata introduces the topic of assessment, explaining the difference between terms like assessment, evaluation, and measurement. She outlines the purpose of assessment in early childhood education, which involves observing, recording, and documenting children's work for educational planning. The video aims to educate teachers, teacher candidates, teacher educators, and parents on assessing children's learning. The distinction between assessment and evaluation is clarified, with the former being a subset of the latter. Measurement is also differentiated, focusing on assigning numerical values or labels to observed traits or behaviors.

05:01

🔁 The Assessment Cycle

The paragraph delves into the cyclical nature of assessment, emphasizing its role in informing teaching and gathering evidence for educational decisions. It explains how assessment leads to feedback, reflection, and continuous improvement in teaching practices. The concept of formal and informal assessments is introduced, with formal assessments being empirically based and developed by professionals, while informal assessments are teacher-designed. Norm-referenced and criterion-referenced tests are discussed as types of formal assessments, with the former comparing individual performances to a group average and the latter measuring against a set standard.

10:02

👩‍🏫 Informal Assessment Techniques

This section focuses on informal assessments, which are teacher-created and used for planning and gauging student learning. It lists common informal assessment methods such as observations, anecdotal records, checklists, rating scales, rubrics, peer assessment, self-assessment, and portfolios. The importance of using a variety of assessment methods to cater to different student strengths is highlighted. The paragraph also provides an example of a rubric for assessing a student-created portfolio, explaining how rubrics help in evaluating student performance against expected behaviors.

15:02

🏁 Types and Issues in Assessment

The final paragraph discusses various types of assessments, including authentic and performance-based assessments, which focus on real-life activities and skills demonstration. It also covers formative and summative assessments, which are tied to the timing in the learning process. Formative assessments are for ongoing learning progress, while summative assessments determine final achievements. The paragraph raises concerns about fairness in formal assessments due to socio-economic and cultural differences and the potential mislabeling of students. It concludes with a comic strip to ponder the significance of choosing appropriate assessment tools and encourages viewers to engage with the content through comments and subscriptions.

Keywords

💡Assessment

Assessment in the context of the video refers to the process of observing, recording, and documenting children's work and how they perform tasks, which serves as a basis for educational decisions. It is central to the video's theme as it differentiates from evaluation and measurement, emphasizing the importance of gathering evidence to inform teaching practices. The script discusses various types of assessments, including formal and informal, and their applications in learning and teaching.

💡Evaluation

Evaluation is presented as a broader process that involves gathering information to make judgments about children's learning. It is distinguished from assessment in that it uses the data collected from assessments to make informed decisions. The video script uses evaluation as a comparative term to clarify the more specific role of assessment in educational processes.

💡Measurement

Measurement is defined as the process of determining an individual's traits or behaviors and assigning a numerical value or label to those determinations. In the video, measurement is used to contrast with assessment, highlighting that while assessment focuses on observing and documenting, measurement is more about quantifying and labeling based on observations or tests.

💡Assessment Cycle

The Assessment Cycle is depicted as a cyclical process where teachers gather evidence, provide feedback, reflect on teaching plans, and continue the cycle to improve teaching and learning. It is a key concept in the video, illustrating the dynamic and ongoing nature of assessment in education, rather than a one-time event.

💡Formal Assessment

Formal Assessment is based on empirical data and is designed by test developers. It includes norm-referenced and criterion-referenced tests, which are used to measure performance against a standard or the performance of a group. The video script explains how formal assessments like these are used for high-stakes decisions and are distinct from informal assessments.

💡Informal Assessment

Informal Assessment is designed by teachers and includes methods like observations, checklists, and self-assessment. It is used to inform planning and teaching, providing a more personalized and flexible approach to gauge student learning. The video emphasizes the importance of informal assessments in early childhood education and their role in low-stakes decisions.

💡Norm-Referenced Tests

Norm-Referenced Tests are a type of formal assessment that compares test-takers' performance to a hypothetical average student, often represented on a bell curve. The video script uses this concept to discuss how these tests measure relative performance rather than absolute learning outcomes, which can lead to a ranking of students.

💡Criterion-Referenced Tests

Criterion-Referenced Tests measure performance against a set of standards or criteria, allowing for the assessment of whole group performances. The video script contrasts these with norm-referenced tests, highlighting their use in determining if students have achieved specific learning standards or skills.

💡Authentic Assessment

Authentic Assessment focuses on real-life activities that students can perform both in and outside the classroom. The video script mentions this as a type of assessment that is more reflective of practical skills and knowledge, as opposed to traditional tests that may not fully capture a student's abilities.

💡Performance-Based Assessment

Performance-Based Assessment evaluates students based on their ability to perform tasks and demonstrate skills. The video script includes this as a type of assessment that is action-oriented, requiring students to actively show their knowledge and competencies.

💡Formative Assessment

Formative Assessment is used to gain evidence of students' progress toward learning objectives during the learning process. The video script explains how it allows teachers to adjust teaching strategies based on ongoing feedback, in contrast to summative assessments which are terminal and used to determine final outcomes.

💡Summative Assessment

Summative Assessment is a final assessment that determines students' accomplishments at the end of a learning period. The video script describes it as a terminal assessment, used to evaluate the overall achievement of knowledge and skills after the learning experience has concluded.

Highlights

Assessment is defined as the process of observing, recording, and documenting children's work.

Evaluation is distinguished from assessment as a broader process of gathering information to make judgments.

Measurement is the process of determining an individual's traits or behaviors and assigning a numerical value.

The assessment cycle involves gathering evidence, providing feedback, and reflecting on teaching plans.

Formal assessment is based on empirical data and designed by test developers.

Informal assessment is designed by teachers to inform planning and teaching.

Norm-referenced tests compare individual performances to a hypothetical average student.

Criterion-referenced tests measure performance against a set of standards or criteria.

Informal assessments include observations, checklists, rating scales, rubrics, and portfolios.

Authentic assessments focus on real-life activities that students can perform inside and outside the classroom.

Performance-based assessments require students to demonstrate skills and knowledge through actions.

Formative assessments provide evidence of student progress during the learning process.

Summative assessments determine students' final accomplishments at the end of a learning period.

Assessment issues include fairness concerns due to socio-economic and cultural differences.

Assessment results should not be confused with language proficiency needs.

The importance of selecting the right assessment tool to gauge students' abilities and learning is emphasized.

Transcripts

[Music]

hello and welcome back

I am dr. Jennifer Mata this video is

going to be on assessment I'm going to

share with you a definition of

assessment the difference between

similar terms that are used in the field

like evaluation and measurement I'm also

going to share the cycle of assessment

or the assessment cycle that is used in

learning and teaching and I'm going to

explain what the different types of

assessment entail from formal assessment

versus informal kinds of assessments I'm

also going to share some examples of

authentic and formal assessments that

teachers can design or anybody who is

learning or wanting to teach children a

specific learning outcome and lastly

we're going to look at some issues with

assessments very briefly the audience

for this video is going to be anyone

interested in assessing children's

learning so teachers teacher candidates

teacher educators that are training

teachers how to assess could use this

video to help them inform the teacher

candidates that they work with and also

parents that are homeschooling their

children and want to gauge how much and

how far and how well the learning has

progressed in the children that they're

trying to teach so let's get into it

there are many terms we might think

about when we think about assessment and

because of that we tend to mix them up

also because some terms related to

assessment are used indistinctively

by those who write and publish about

this process so let's look at a

definition for assessment in the context

of early childhood education assessment

is the process of observing recording

and documenting the work children do and

how they do it as a basis for

educational

Asians such as planning placement or

parent-teacher conferences so how does

it differ from evaluation which is a

term that is often Lee used

indistinctively with assessment

well evaluation is a broader more

encompassing process of gathering

information to emit a judgement call

thus for the evaluation process to occur

it requires information provided from

the assessment process in order to be

able to make informed decisions about

children's learning

measurement is another term that

sometimes is used in distinctively with

assessment and evaluation so how does it

differ measurement is also a process of

determining through observation testing

or other means an individual's traits or

behaviors and assigning a number rating

score or a label to that determination

in this graph you can see how these

three terms relate to each other and

interact evaluation is the overall

process of gathering information via

assessment or via measurement in order

to be able to make decisions and

judgment calls about the learn

assessment for learning is the process

of making informed diagnostic judgments

about the children you might teach in

order to decide what to do next what to

plan or what to teach next and it

requires that the teacher collects

information through different methods in

order to make the most accurate

decisions it takes time and a lot of

thought assessment for learning also

requires profiling and sampling

profiling consists of gathering as much

information

about the child and then sampling is

gathering samples of work produced by

the child that showed progress over time

and that show achievement at different

stages of the child's development so

let's look at the assessment cycle

assessment is a cyclical process in

which the teacher gathers evidence most

think about it as stopping at that point

but actually the evidence gathered

serves the teacher the purpose of

providing feedback to the student it

also helps the teacher to reflect upon

the plans and the lessons that are to

come

and then helps the teacher teach while

she does this she can gather more

evidence and then the cycle continues on

the students part the student will

perform in order for the teacher to

gather this evidence of this performance

then the student will receive feedback

from the teacher the student might

reflect upon this feedback and perhaps

modify or change the performance or the

behavior and thus learn so this cycle

goes on and on in the teaching learning

process an assessment forms part of it

not only because of the gathering of

evidence but because of the use of this

evidence in the teaching and learning

let's look at the main types of

assessment on the one hand we have

formal assessment which is based on

empirical data and designed by test and

assessment instrument developers and on

the other hand we have informal

assessment which is designed by the

teacher norm reference tests are a type

of formal assessment that report whether

test takers perform better or worse than

a hypothetical average

student this performance is determined

by comparing the test-takers scores

against the performance result of a

statistically selected group of test

takers typically of the same age or

grade level who have previously taken

the exam or test it should be noted

though that norm-referenced tests cannot

measure the learning achievement of

progress of an entire group of students

but only the relative performance of

individuals within a group in comparison

to a hypothetical average student norm

referenced tests are specifically

designed to rank test takers on a bell

curve or a distribution of scores that

resembles when graphed the outline of a

bell here we can see that using a bell

curve will have the outcome of a small

percentage of students performing well

most performing average and a small

percentage performing poorly on a given

test to produce a bell curve each time

test questions are carefully designed to

accentuate performance differences among

test takers and not to determine if

students have achieved specific learning

standards learn certain material or

acquired specific skills or knowledge

criterion-referenced tests are another

type of formal assessment that measure

performance against a fixed set of

standards or criteria in these types of

tests students are compared to levels of

expected performance on a particular

task criterion-referenced tests results

are often based on the number of correct

answers provided by the student and

scores might be expressed as a

percentage of the total possible number

of correct answers on a norm-referenced

test or exam how

the score would reflect how many more or

fewer correct answers as students gave

in comparison to other students we

explained before that norm-referenced

tests cannot measure the learning

achievement or progress of an entire

group of students but only the relative

performance of individuals within a

group

for this reason criterion reference

tests are the ones that are used to

measure whole group performances in this

example we see how questions for a

criterion-referenced tests are designed

depending on the level of cognitive

ability being tested the test designer

will choose what type of item or

question to pose to the learner in order

to best assess that precise cognitive

ability the second main type of

assessment is informal assessment which

is designed and developed by the teacher

and not a test developer this type of

assessment is used to inform planning

and teaching and allows the teacher to

gauge how much the students have learned

regarding the learning objectives set

for a particular lesson these types of

assessment tend to be low stakes versus

formal assessments which are used for

high-stakes decisions such as admission

placement and tracking here is a list of

some of the most common informal

assessments used in early childhood

education observations which can be

spontaneous observations or focused ones

anecdotal records and observational

records which is recording and

documenting the observations made design

of checklists to see if children have

attained or accomplished certain

behaviors knowledge or skills

rating scales and rubrics and at the

bottom of the slide we have a really

good resource for creating rubrics which

is Ruby star and there's the link is

there for you peer assessment in which

children or students assess each other

self assessment in which children can

rate their own performance and

portfolios in which we can showcase what

students have accomplished and completed

as well as compile all the informal

assessments that they have done here is

an example of a rubric designed to

assess a portfolio created by the

student a rubric will offer a scale of

scores the student can achieve given the

behavior emitted here the scale runs

from 0 to 4 0 is the lowest performance

and four is the highest possible

performance a rubric should also

indicate the expected behavior for each

level of performance indicated here in

the column titled if the student having

a detailed description of the behavior

expected will make it easy for the

teacher to determine accurately under

which score does the student performance

fall

this comic strip illustrates the

frequent frustrations that accompany

grading yet it is another example of how

a grading rubric might be used

so we see that informal assessment is

the domain of the teacher when it comes

to assessing learning and in order to do

it well teachers should assess students

in many different ways in modes some

examples are assessing students working

in groups or with partners participating

in projects through their drawings

experiments their speech or their oral

talk their movement dance gestures

through the enactment of music or drama

or sculpture or photography or reading

and writing not one type of assessment

or modality will be right for all

content learn or for all students

most importantly teachers need to strive

to assess students knowledge through

their modality of strength

if a student's strength his oral

expression a teacher can gauge how much

he or she knows through an oral

presentation and not restrict the

student to answering questions only

through writing in order to demonstrate

learning achieved

other types of categorizations of

assessment include authentic assessment

and performance based assessment

authentic assessments are types of

assessment that are focused on real-life

activities things that the students can

perform in and outside of the classroom

performance-based assessments are skill

and action based meaning that the

student needs to perform and make

evident that they know and know how to

use a particular skill formative and

summative assessments are other types of

assessments that have to do with the

time in which they are implemented in

the learning process

formative assessments help gain evidence

of the progress that students are making

in achieving toward the learning

objectives during the learning

experience thus the learning experience

has not yet culminated formative

assessments allow teachers to tweak and

change select strategies and select and

change the pedagogy to meet the needs of

the students summative assessment is a

terminal final kind of assessment that

helps determine students final

accomplishments knowledge and/or skills

all of these are types of informal

assessments that the teacher can design

and use when she finds them pertinent

there are many issues that arise with

assessment particularly with formal

types of assessment some of them have to

do with fairness because of social

economical status cultural and

background differences some children

simply cannot do whatever the test might

demand of them but they may have other

skills and expertise which the test does

not recognize other issues with

assessment have to do with how we use

the results they provide particularly in

some cases we might confuse language

needs or low proficiency and speaking

listening reading or writing with

learning needs and we then label and

track children into special education

when it is actually not necessary

in closing I'm going to leave you with

this comic as a food for thought

regarding the importance of selecting

the right type of assessment tool to

best gauge students abilities and

learning okay so that's it for now on

assessment I hope she found it

educational and learn something from it

if you have any questions leave them

below in the comment section and I will

get to them thank you for watching I

hope you come back soon I post videos

every week subscribe to the channel if

you want notifications on videos that I

publish each week and give it a thumbs

up if you liked it and I'll see you next

week

[Music]