1. Creating Authentic Assessment Presented By: Christie Baroody

2. Purpose: To understand the needs of individual learners To maximize learning time To provide meaningful, authentic data

3. Understanding Assessment What do I need to know about assessment? What am I looking for in an assessment? Why do we need assessments? When do I assess? Who do I assess? What do I assess?

4. Types of Assessments Criterion referenced and process oriented Informal, indirect and naturalistic evaluations Team approach Multi-disciplinary/trans-disciplinary Vacc, Nicholas A.,& Sandra Ritter(1995-00-00). Assessment of Preschool Children. 5/2/2002.

5. How Do We Assess Non threatening Low stress Familiar setting Short intervals Through games and play Through listening and observation

6. Understanding Learners Through Quadrants Creator DoerAchiever Feeler Adapted from: Michael Day’s Theory

7. Understanding Learners Through Quadrants Task Master The Adventurer Faithful Servant The Leader

8. Understanding Learners Through MI Theory Linguistic Bodily- Kinesthetic Intrapersonal Logical/ Mathematical MusicalNaturalist SpatialInterpersonalOpen Armstrong, Thomas. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

9. Understanding Through Learning Styles Carbo, Marie, Rita Dunn & Kenneth Dunn. (1991). Teaching Students to Read Through Their Individual Learning Styles. Needham Heights, MA: Prentice Hall. EnvironmentSoundLightTemperatureDesign EmotionalMotivationPersistence Responsibility Structure SociologicalColleaguesSelfPair/ Team Varied/ Authority PhysicalPerceptualIntakeTimeMobility Psychological Analytic/ Global Cerebral Preference Reflective/ Impulsive

10. Understanding Through Learning Styles Carbo, Marie, Rita Dunn & Kenneth Dunn. (1991). Teaching Students to Read Through Their Individual Learning Styles. Needham Heights, MA: Prentice Hall. Perceptual Strength Introduction of Learning Reinforce Through Auditory Listening, Tapes, Discussing Retell Visual Reading, Seeing, Pictures, Video Show in a variety of ways Tactile/ Kinesthetic Movement, hands on, task cards Doing and touching/ Gross motor

11. How To Complete A Needs Assessment Consider all the variables (both independent and dependent) Complete a systems analysis What do I think I know? What do I really know? What do I need to know? How will I adapt to make a change?

12. Needs Assessment Cont… Create a path analysis Choose three variables Pick a measurable goal Do I want an increase? Do I want a decrease? Do I want something to stay the same? Find the leverage to initiate change

13. Alternative Assessment Techniques Interviews Reflective questioning Listening Documented observations Note red flags Note high lights Through Play Photos Adapted from A Practical Guide to Alternative Assessment

14. Alternative Assessment Techniques Journals Tracks development Portfolio Multi-dimensional products Painting Drama Music Adapted from A Practical Guide to Alternative Assessment

15. Trends in Assessment Change from behavioral to cognitive Product to process Passive to constructive From isolated to integrated cross curricular Attention to metacognition Isolated facts to application Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

16. Trends in Assessment Paper pencil to authentic assessment Relevance Contextual Complex Multiple answers Advanced knowledge of standards Individual pacing Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

17. Trends in Assessment Portfolios (samples of work over time) Assessment by teacher Assessment by student Assessment by parent Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

18. Trends in Assessment Multi-dimensional Recognition of students multiple abilities and talents Recognition of the ability to manipulate student ability Develop diverse abilities From exclusively individual to group Group process skills Collaborative projects Herman, Joan L.,Pamela R. Aschbacher & Lynn Winters. (1992). A Practical Guide to Assessment. Alexandria, VA: Association for Supervision and Curriculum Development.

19. Assessment At AELC Portfolios (Memory Books) Monthly Template Level of excellence Demonstrate Developmental Growth Line Formal Assessment Tool Familiarize yourself with elements Track over time Drive instruction Honest/critical evaluation of child Note specifics (document, document, document)

20. Assessment At AELC Baseline data Ongoing Tracking and maintain data Informative & Intentional Drives instructional decisions Part of each lesson design Growth line

21. Additional Resources http://www.teach- nology.com/edleadership/assessment/early_childhood http://www.ed.gov/databases/ERIC_Digests/ed389964.html