assessment in the classroom

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Running head: ASSESSMENT 1 Assessment in the Classroom Cecelia Rabena Fresno Pacific University ASSESSMENT 2 Assessment in the Classroom What is an assessment, and how does it compare to an evaluation or an authentic assessment? Assessments
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  Running head: ASSESSMENT 1   Assessment in the Classroom   Cecelia Rabena Fresno Pacific University  ASSESSMENT 2   Assessment in the Classroom   What is an assessment, and how does it compare to an evaluation or an authentic assessment? Assessments has different parts to it that makes the assessment useful for the teacher. Evaluations, can be seen as the next step an educator would take after an assessment. Authentic assessment is like a general assessment, the difference is that one focuses on one developmentally part of the child, while the other looks all developmental parts. Assessment, authentic assessment and evaluations all work to help teachers provide the best programs and curriculum for their students. What is an assessment? An assessment is a collection of data. The data comes from observations, test, portfolios, and interviews (Kostenlnik, M.J,2015). When assessing a child, the educator has a choice of different ways to assess a child. One is observation, the observer should  be observing the child should be looking at one developmental part of the child at a time. Focusing on one developmental part of the child the observer will look for signs of effective and appropriate development and learning. The observer will be looking for indicators that show that the program or preschool is providing appropriate developmental and learning experiences for their children. One of the best ways a program or preschool could provide appropriate developmental and learning is through their curriculum. The observer will be looking at the curriculum the program or preschool provides and see if he or she can find indicators that support their curriculum. Beside observation the educator can look at test scores, interviewing the child or even gathering of pass projects and school work. The teacher can gather the child’s work throughout the year and create a portfolio to show their progression in an area of development. The portfolio can give a teacher a look at one area of the child’s development. Looking at the child’s past work can give a teacher a better  ASSESSMENT 3   understanding of where a child is. Also, a teacher can interview the child. In an interview the teacher will ask the child questions that pertain to the developmental stage. The collection of data that the teacher receives from observations, tests, interview and portfolio, can help when the teacher starts to evaluate the child. Evaluation can be seen as the next step after an assessment. An evaluation is more than the collection of data it is all the child’s schooling, teachers, and/or any education programs (Kostelink, M.J., Rupiper, M.L., Soderman, A.K., Phipps Whiren, A. 2015). An evaluation needs to be held by a person who is unbiased and can be understanding to the child’s needs. The evaluator has four items to keep in mind. These items are setting time, collection of data and standardized testing.   Setting is about the place in which the evaluation is taken place. The evaluator needs to think about where they will be holding the evaluation. Is it going to take place in the classroom or in another room? If it is held in the classroom the evaluator needs to make sure that the area is quite enough for the child to focus and stay on task. To go along with setting is timing. Timing is important, if it is too early in the day the child could not be ready. However, if it is too late in the day, the child could be to tired. Or it can also be because of class time learning. If the child is taken away during curriculum time it could hinder the child. The timing is crucial to evaluation  but so is the collection of data. The collection of data goes hand in hand with setting and timing. To get an accurate measure of a child’s progress, the teacher needs to have a good amount of data to look at. If there is enough data the teacher can take an accurate evaluation of the child. There is a lot for an evaluator to think about when it comes to evaluating a child. Standardized testing influences an evaluation. Standardized testing is only a snapshot of where the child is currently at. It can have both negative or positive effect on the child’s evaluation (Larkin, E., Rushton, S.,  ASSESSMENT 4   & Juola-Rushton, A. 2010). Just like setting, timing, and collection of data, standardized testing influences the child’s evaluation. Evaluators may have many thing to consider when conducting an evaluation, but it is worth it to help support the child. Evaluations may or may not happen in the classroom, however, assessment take place in the classroom. Assessments take place in any classroom. Assessments are not just for students how need an Individualized Education Plan. Assessments can be taking in an early childhood class, in a general education class, or even a special education classroom. In an early childhood classroom assessments are used through observation, anecdotal Records, collection of Data and parent Meetings. The assessments in a classroom can help children improve on the standardize test scores, strengthen areas that may need support, and improve behavior. When conducting an assessment, there are three parts that an educator can look at. The three parts to look at when conduction an Assessment are use recommended practice, focus on items that may help link assessment to Curriculum, and align standards and assessment (Brookshire, R., Grisham-Brown, J., & Hallam, R. 2006). Using recommend practices can be a thing from what the child may like to do to something that is challenging for the child. Two try and link assessment to the curriculum. What can the educator or teacher use from the assessment in the curriculum that will help the child successes? If the educator can find something than they should use it to help the child. Finally, third part is connecting standards and assessment. This is like the second part but the educator will be looking at the standards. By completing these three parts, the educator can help the children in their classroom greatly. Assessment can also help the teacher and parents. It can help be providing support to the child help, create programs for child, and understand all difficulties child may have. Using assessments in classrooms can be helpful to teachers to best
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