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Making Inclusion W ork: Focus on Ongoing Assessment Mary McLean, Ph.D. http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching. National Center on Quality Teaching and Learning. AGenda. How is information collected for all children relative to EC standards or curriculum
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Partnering with Families
Collecting & Using Video
Overview of Ongoing Assessment & Documentation
Ongoing Child Assessment for Children with Disabilities
Using Samples of Children’s Work
Using Checklists to Collect Data
Planning for Assessment
Think about an inclusive program you work in or are aware of as we consider five questions about the assessment system that currently exists.
How is information about children collected for monitoring progress toward general early childhood standards or curriculum goals?
A system of ongoing, authentic assessment that is embedded into the typical routines and planned activities of the Head Start classroom
An initial and continuous system of assessment that informs instruction including:
Ongoing assessment information can be used to inform teaching and used to rate an assessment instrument on a periodic basis
“…the science of the strange behavior of children in strange situations with strange adults for the briefest possible period of time” Bronfenbrenner (1977)
“The best way to understand the development of children is to observe their behavior in natural settings while they are interacting with familiar adults over prolonged periods of time.” Bronfenbrenner, 1977
Behavior sampled may not be representative of child’s typical behavior
Consistency depends on teacher training and monitoring of implementation
Behavior measured is child’s typical behavior
Increased utility for instruction
(Mathematica Policy Research, 2007)Direct AssessmentAuthentic Assessment
How is information about progress toward IEP goals/IFSP outcomes collected:
Assessing progress toward many IEP goals/IFSP outcomes can be embedded in the ongoing assessment system.
How is planning for assessment completed?
Planning for assessment can be embedded into planning for instruction.
“If I knew what you were going to
use the information for, I would
have done a better job of
Introduction to Data Analysis Handbook
Academy for Educational Development
“If I knew what you were going to use the information for I would have done a better job of collecting it.”
How is assessment information used to inform teaching:
Interpretation - Hypothesis setting
Schedule regular meetings for the purpose of analyzing and reviewing data to inform teaching
Young Children, 66(5), 76–82.
272–284. Retrieved from http://depts.washington.edu/isei/iyc/21.4_woods.pdf
practices in the assessment of preschool children. Young
Exceptional Children, 5(3), 2–11.