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Chapter 9: Assessing the Foundations of Early Literacy Learning - Coggle…
Chapter 9:
Assessing the Foundations of Early Literacy Learning
Role of Early Learning Standards:
a.) Provide a framework that describes what children should know and be able to do as emerging readers and writers.
b.) They define language and literacy learning outcomes of early childhood programs
c.) They guide assessment of young children's development and progress
d.) Provide common language for discussing expectations with parents, families, and the wider community.
Purpose of Assessment System
Screening:
identifying potential problems in language and early literacy development .
Instruction:
provides information about what children know and are able to do at a given point in time, guides "next steps" in learning, and provides feedback on progress toward goals
Diagnostic:
a thorough and comprehensive assessment of early literacy development and/or learning for the purpose of identifying specific learning difficulties and delays, disabilities, and specific skill deficits, as well as evaluating eligibility for additional support services.
Evaluation:
applies to program level outcomes; focuses on the performance of groups of children.
Often required by external agencies and used by policy makers to make decisions about funding, program supports, and requirements.
Learning Outcomes and Expectations
Language development:
a.) listening and understanding
b.) speaking and communicating
Literacy Domains:
a.) phonological awareness
b.) book knowledge and appreciation
c.) print awareness and concept
d.) early writing
e.) alphabet knowledge
Types of Assessment
Formative Assessment: occurs as a regular part of instruction
Features of Formative Assessment
a.) locate gaps in learning
b.) provide feedback
c.) help children self-monitor
d.) facilitate progress toward expectations/ desired outcomes
Summative Assessment:
Conducted during a few specific times spread across the program's year.
often relies on standardized or criterion-refenced tests that meet technical adequacy in terms of reliability and validity
Categories of Standardized Tests
1.) Criterion-referenced: test that is used to compare a students progress towards mastery of specific content, typically content the student had been taught. The performance criterion is refenced to some criterion level such as a cutoff score.
2.) Norm-referenced: test that is designed to compare one group of students with another group
Assessment Model cycle
:
a.) assess
b.) plan
c.) teach
d.) reflect
(REPEAT)
Assessment Definition:
When teachers gather information about a child to find out what the child knows and can do.
Principles of Assessment:
1.) differentiated assessments that improve both child's learning and well-being.
2.) Clear learning Targets
3.) High-quality assessments that are Developmentally appropriate
4.) effective communication of results
5.) Powerful links to child's personal motivation
Screening Assessment and Tools
Teacher Rating of Oral Language and Literacy (TROLL)
Subscales:
1.) language use
2.) reading
3.) writing
Test of Preschool Early Literacy (TOPEL)
Subtests:
1.) print knowledge
2.) definitional vocabulary
3.) phonological awareness
Early Reading Screening Instrument (ERSI)
Assessment Tasks:
1.) alphabetic letter identification and production
2.) concept of word
3.) spelling
4.) word recognition
My IGDIs Preschool Universal Monitoring and Progress Monitoring
Early Literacy Measurements:
1.) picture naming- oral language
2.) rhyming- phonological awareness
3.) Sound identification- alphabet knowledge
4.) "which one doesn't belong" - comprehension
5.) alliteration- phonological awareness
Informal diagnostic assessment:
Vignettes or teacher reflection
Checklists
Anecdotal Notes
Video/ audio recordings
Product/ work samples
Effective Uses of Assessment Information
To share assessment results with parents/ families
To inform instruction