Multimedia Thematic Project Deliverables
Effective
assessment means much more than giving paper-and-pencil tests and assigning
letter grades. The process occurs before, during, and after lessons, units, or
marking periods. It is a way of charting students’ progress. And it provides a
vehicle for instructional planning. Teachers cannot plan for effective
instruction until they know where students are, where they want them to go, and
how they want them to get there. Assessment also gives parents, students, and
others a profile or report on student achievement. And with student input and
ownership, assessment can even motivate students to perform and produce. The
four-point rubric is used to evaluate children’s writing performance on the
Writing Numeral Assessment. First, find the description that best describes
each child’s writing. Then, assign the correct number to the writing. To evaluate progress, compare this writing
performance with the child’s writings throughout the year. Select and save a
piece of writing at the beginning, middle, and end of year to place in the
child’s assessment portfolio.
The early childhood profession believes that curriculum and assessment should be based on the best knowledge of theory and research about how children develop and learn with attention given to individual children’s needs and interest in a group in relation to program goals (Bredekamp, Knuth, Kunesh, & Shulman, 1992). Many Prekindergarten children are not terribly skilled at sitting down and showing what they know to an adult in a test like context. Consequently, assessment at the Prekindergarten level is characterized by challenges that do not exist to the same degree for assessing older children. These challenges can result in misidentifying children as being behind in literacy-related abilities when the problem in fact is that the assessment did not reveal what the children really knew and could do. Challenges associated with assessing preschool-age children require flexibility in assessment format and contexts. Assessment is integral to curriculum and instruction. In early childhood programs, assessment provides a basis for: 1) Planning instruction and communicating with parents; 2) identifying children with special needs; and 3) evaluating programs and demonstrating accountability (Bredekamp, Knuth, Kunesh, & Shulman, 1992).
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· You will be shown some cards with their faces down. · Select two of the cards by clicking in the box next to the card with your mouse. · Press the "Go" button. · If both cards are the same, those cards will be removed. If they are different, remember what is on the card so you can try again. · Press the "Pick Again!" button and select two more cards. · The game
is over when you have matched all of the pairs and all the cards are gone. |
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References
Bredekamp, S., Knuth, R. A.,
Kunesh, L. G., & Shulman,
The Online Resouce for Teachers, http://www.teach-nology.com/web_tools/rubrics/maths/
Funbrain, http://www.funbrain.com/match/index.html