1. Informal Assessment Presentation
Stephanie Sherber
Ashford University
Early Childhood Education Capstone
ECE405
Jessica DeBiase
December 9, 2013

2. Event Sampling Assessment
“Event Sampling is documented record of a pre-behavior and post behavior during a specific time” (Krogh, 2013, p. 6.3).

3. Supportive Aspects of Event Sampling Assessment
Curriculum can be adjusted for the students needs . For instance, a child that shows only a ten minute attention span through the event sampling may need to have circle time adjusted so that it does not exceed ten minutes so they do not lose interest.
Event sampling allows teachers to effectively meet the students needs by providing information about the child that will better support the programs effectiveness. Teacher are able to better understand how to support a child and what area that need to be modified to allow the child to excel.
Event sampling give a written documentation that teachers can share with the families. The fact is that communication with the families is essential to support children’s development.
Event sampling is a simple observation assessment that can benefit any child even special needs children. In part, event sampling let you observe without a defined outcome unlike checklist and standardized test.

4. Advantages to Event Sampling Assessment
Just like previously stated event sampling assessment is about observing and does not define an exact element that needs assessing. Nevertheless, event sampling assessment allows teachers to assess numerous degrees of development through pre and post behaviors.

5. Potential Obstacles of Event Sampling Assessment
Certainly, there are obstacles that could impede the assessment process of event sampling. One such obstacle is time it takes discover where and when the event sampling assessment needs to take place. Another obstacle that could possible come up would be missing the behavior that preceded the current one which might define the current behavior. Lastly, if the event sampling was done when the child was having an off day the assessment would be less than accurate.

6. Overcoming Obstacles of Event Sampling Assessment
Take time to pre-observe the students to discover when and where is the best time to do the event sampling assessment.
Understand that the event sampling assessment could be missing the preceding behavior so it could be beneficial to repeat the assessment a couple of time to see if it harvests the same results.
Make sure the child who is being assessed is not having a bad day, is sick, or anything that could obstruct an accurate assessment.

7. Portfolio Assessment
“Portfolio assessment is a way to showcase a collection of the students work” (Krogh, 2013, p. 6.3). This collection can be a short-term account of progress made or long –term.

8. Supportive Aspects of Portfolio Assessment
Teacher can use portfolio assessment though a numerous multi-facets. Curriculum can be modified or scaffold to the next leave in order to meet the child’s developmental needs. For instance, if a child cannot cut a simple straight line then it is pointless to try to have them cut square. Nevertheless, if a child has master one skill then a portfolio assessment lets you know that it time to go to the next level.
Portfolio assessment can help teachers to pinpoint what instruction is effective thus helping the teacher to assess their teaching technique as well.
Portfolio assessments give families a well-defined documentation of the child’s progress. Portfolios are also a great keepsake that the families can revisit from time to time.
Portfolios can aid in determining if a child has learning deficit that could lead to the determination that a child has special needs. No matter the multi-facets of a the children’s portfolio there will be measure in which every child in that age group should have master. As result, this measure could determine if a child has special needs that should be addressed.

9. Advantages to Portfolio Assessment
Advantages to portfolio assessment is it allows the child to see their abilities through the learning process, helps with approaches they might take, and helps them work towards a goal which can also be called self assessment (Worthan, Barbour, & Desjuean-Perrotta, 1998). In addition portfolio provides valuable information of numerous learning components such as academically, physically, emotionally, and socially.

10. Potential Obstacles of Portfolio Assessment
The main obstacle of portfolio assessment is the adsorbent amount of time it takes to prepare a portfolio assessment (Krogh, 2013). Meaning the preparing a portfolio takes more time than just doing a checklist or anecdotal records. Because both types of assessment are single event even though they can be repeated, but portfolio assessment normal takes most of the school year to complete.

11. Overcoming Obstacles of Portfolio Assessment
Making it a priority to spend time daily working on each child’s portfolio assessment.
Let the children help with their portfolio
Make portfolios easy accessible for quick reference.

12. Rubric Assessment
Rubric assessment is a chart or graph that focus on certain developmental milestones or a collect of goals the teacher sets for the child to master.

13. Supportive Aspects of Rubric Assessment
Rubric assessment help teacher to place realistic expectation in scaffolding curriculum. In essence, the first aspect of rubric assessment is the introduction and first attempt, then improving, till they master whatever is trying to be achieved by the teacher and the curriculum (Krogh, 2013). Clearly, with rubric assessment teacher can evaluate how effective their teaching strategies and make changes to them by keeping a rubric assessment. Teachers will easily be able to provide families with the information of where their child is and what the end goal is. Certainly, rubric assessment can provide screening for special needs a child may have. For example if a milestone such as speaking a simple sentence is not achieved in the developmental allotted time the teacher can make inquires about having the child tested for speech therapy.

14. Advantages to Rubric Assessment
After a rubric is created is can be checklist, rating scale, or detailed description of what and how the child has comprehended the new skill (Krogh, 2013). The advantage to this type assessment is that it can be as simple or as complicated as the teacher chooses.

15. Potential Obstacles of Rubric Assessment
Rubric assessment have to be create which take time and energy. Indeed teacher have to compile knowledge ofwhat developmental areas the teacher want to assess.

16. Overcoming Obstacles of Rubric Assessment
Develop a rubric assessment by research the states standards for the age group in question.
Ask other teachers of the same age group to help create rubric assessment.
Make sure that rubric assessment is relevant for every child in the class or modify it to do so.

17. References
Krogh, S. (2013). A bridge to the classroom and early care. San Diego, CA: Bridgepoint Education Inc.
Worthan, S. C., Barbour, A., & Desjuean-Perrotta, B. (1998). Portfolio Assessment: A Handbook for Preschool & Elementary Educators []. , Retrieved from