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Forms of Assessment (References ([Wisconsin DPI - Resources for the Field]…

- - - - Sometimes factors such as a lack of self-confidence can prevent students from being able to demonstrate what they know or prevent them from performing well on diagnostic tests.. Sometimes the format in which these are given are not always appropriate for every learner. In preschool, diagnostic tests are not given. However, teachers frequently are encouraged to ask students what they already know about a topic before the class delves into it. Finding out what students already know helps teachers plan future lessons that pertain to that topic. In my class, I usually use a KWL chart to assess what students know, wonder and what they would liked to learn about in the unit to come.
- - - - Kids should be asked to recall information frequently and in various contexts to help them internalize information learned.
    - - For example, the teacher could use this time to assess what the student knows about the various pieces of fruit and veggies the child has placed on the tables. Or maybe he is struggling with colors, the teacher might review colors or even talk about more detailed concepts related to fruit and veggies.
- - - - In my class, I often use projects as a form of summative assessment. At the end of the projects, students usually perform or talk about what they had learned. I also try to offer chances for the students to reflect on their experience.
- - - - Students who are shy to perform in front of others, but not be able to display what they actually know or have learned.
- - - - While these tests can influence what is taught and learned in grades 4 and 5, they really do not need have a direct influence on the preschool/kindergarten curriculum. However, I have experienced situations where parents would like their children to be able to listen and respond to questions as if they were preparing for tests. Parents want their students to memorize too much information, because they feel the more a student memorizes the more successful he or she will be in the future.
        
        The ability to memorize information is not the only skill that matters in life. There are many other life skills that these tests ignore. Also, spending time for a test takes away time from actual learning and digestion of topics of focus.
- - - - In preschool, teachers many times will put portfolios together: these might include pieces of artwork, pictures, remnants of a project, etc. The teacher usually has students talk about each of their portfolios to their parents at the end of the year or each semester.
      - Portfolios could include: test scores, past worksheets, reflections of learning, artifacts or remnants of completed projects, etc.
- - - - In my class I posed the class with a problem. We were learning about professions and we had just discussed animals. We briefly talked about street animals. I put the two issues together and asked students to come up with a project to create a house for the cats that live in the area. Each day we talked about a different type of professional that could solve the problem. One day we were architects and engineers, the next day construction workers, the other day interior decorators and so on. This project allowed me to see what they knew about each profession and it also was a fun and meaningful experience for the kids.
        
        We then shared the project with parents via class dojo as well as during our portfolio presentations
- - - - This might be difficult in preschool, but it is still doable. The teacher might walk around the classroom as students are working to ask students questions that encourage them to self-reflect on their work. Did you cut on the line? How many colors did you use? Is there something you would like to add?
        
        This form of assessment is actually quite important in the early years as students are just know building their self-confidence and their belief in their ability to do well. Many times in preschool I hear: did I do a good job? Is it nice? Did you like it?
- - - - Students have the opportunity to comment on each other's work: talk about the colors that were used or talk about what they had learned from their peer(s).
        
        In Preschool students might need a lot of extra chances to see this form of assessment practice modeled. This also just might work well when the teacher or teachers are working with small groups or during centers.