1 Topic 10: Role Of Program Assessment

Why Need Assessment? There are many reasons why children undergo assessments Desire to know how well children are learning Are children making progress Are children meeting proficiency benchmarks, Are they being taught effectively. Data from assessments provide valuable information for planning whole- group and individualized instruction, for determining program quality, and for communicating with others. Assessment practices encompass a range of instruments and techniques including structured one-on-one child assessments, standardized assessments, portfolios, rating scales, and observation. Comprehensive assessment is based on information from multiple sources, including measures that provide different types of information. 2

National Standards in Assessment The term “national standards” refers to the principles that guide practice to promote quality in education. In US the early childhood education standards are outlined by two key organizations: National Association for the Education of Young Children (NAEYC) Division for Early Childhood (DEC) of the Council for Exceptional Children. Both NAEYC and DEC recognize assessment as a central component of early childhood programs & prescribe its use for various purposes. NAEYC recommends that assessment be used for decision-making regarding teaching and learning, identifying children’s needs, and improving education and intervention programs (NAEYC, 2005). DEC recommends that assessment provide information that is useful for intervention (Sandall, McLean & Smith, 2000). The National Education Goals Panel describes the use of assessment to support learning and instruction and to identify children in need of additional supports or services (Scott-Little, Kagan & Clifford, 2003). Teachers are expected to use assessment results to adapt and individualize curricula and teaching approaches and to communicate with families (NAEYC, 2005; Sandall, McLean & Smith, 2000). Screening plays an important role in the assessment process, as it can be used to determine which children need further assessment and in what domains of development and learning (National Joint Committee on Learning Disabilities, 2005). It is recommended that teachers use both formal and informal screening and assessment approaches to systematically evaluate children’s growth across all domains of development and learning within natural contexts, including the early childhood classroom (Bordignon & Lam, 2004; NAEYC, 2005). DEC recommends that professionals and families collaborate to plan and implement assessment (Sandall, McLean & Smith, 2000). A variety of assessment tools and approaches, including rating scales, checklists, norm- referenced tests, portfolios, and observations, can be used to learn more about the child’s strengths and challenges. Assessments must be culturally, linguistically, and individually appropriate and should address all children’s development, progress, strengths, and needs (NAEYC, 2005; Sandall, McLean & Smith, 2000). NAEYC also recommends that the assessment process take into account factors that may influence children’s performance, such as hunger or lack of sleep. Screening measures should be used to identify children who require further evaluation to determine whether they are in need of additional support or early intervention (Meisels & Fenichel, 1996; NAEYC, 2005). Additionally, teachers and other staff must be knowledgeable about the assessments they administer and should be able to connect assessment results with classroom practices (NAEYC, 2005). Results of assessment should be incorporated into the curriculum and used to individualize instruction. 3

Malaysia Scenario: Preschool level According to the Malaysian Preschool Curriculum Assessment at the preschool level – a process of gathering information on child development and progress/achivement through observation Assesment is continueous, using informal - assess children based on 9 components: Polity Education Development Spiritual and Moral Education Development Malay Language Usage Religious Education Physical Development Socio-emotional Development Cognitive Development Language Development Aesthetic and Creativity Development 4

Malaysia Scenario: Primary Level Assessment at the primary school level: Formal (standardized test) Informal (observation) Formal (Subjects) oMonthly Exam oSemester/Term exam oNational level –UPSR Informal oBehavior oPhysical ability oPersonality 5

Malaysia Scenario: Secondary Level Assessment at the Secondary school level: Formal (standardized test) Informal (observation) Formal (Subjects related) oMonthly Exam oSemester/Term exam oNational level –PMR, SPM, SPMV, STPM, Informal oBehavior oPhysical ability - sports ability oPersonality 6

The Importance Of Program Assessment In order to evaluate and understand children's performance & progress, we need to evaluate the educational experiences that the programs they attend are providing. Programs, rather than children, should be held accountable for learning. To help programs meet these obligations, educators need valid tools to assess how well their programs promote learning in all areas of development. 7

The Importance Of Program Assessment What Is Program Quality? Program quality, like child development, has many dimensions. It includes Structural components Process Valid assessment instruments 8

Program Quality Dimensions Structural components the classroom: how the learning environment is set up and what happens during the program day. Process How adults interact with children and plan and carry out meaningful learning experiences. Ways in which staff relate to parents, one another, and the community can affect children and are part of the quality process. Agency-wide factors influence what happens in the classroom and directly or indirectly impact children. Valid assessment instruments Can guarantee that we are looking at the right ingredients of quality. Provide information to evaluate whether we are achieving appropriate levels of quality, and if not, where and how we can improve. 9