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Instructions for Preschool Assessment Framework

By Jerome Hunt,2014-10-17 12:54
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Instructions for Preschool Assessment Framework

Connecticut Preschool Assessment Framework [Manual]

    APPENDIX A

    Validity and Reliability Related to Purposes

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Connecticut Preschool Assessment Framework [Manual]

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Connecticut Preschool Assessment Framework [Manual]

    Validity and Reliability Related to Purposes

One of the general principles of the National Education Goals Panel is that “Assessments

    should be tailored to a specific purpose and should be reliable, valid and fair for that purpose” (Shepard, L.; Kagan, S.L. and Wurz, E., 1998, page 5). The purpose of the Connecticut Preschool Assessment Framework is to support children’s learning. The State of Connecticut has identified learning goals for preschool children in a comprehensive curriculum framework. The Connecticut Preschool Assessment Framework derives its validity

    from its direct connection to Connecticut’s Preschool Curriculum Framework (1999). Over

    100 early childhood professionals in Connecticut were asked to review the 77 standards in the curriculum framework and select those they considered most important. From this, 30 key performance standards were identified. Where possible, two of the standards from the curriculum framework were combined into one standard for the assessment framework.

    The National Education Goals Panel document also distinguishes the reliability requirements of assessment systems used for different purposes.

    Reliability and validity requirements for assessments used to support learning

    are the least stringent of any of the assessment purposes. Over time,

    teachers’ assessments become reliable and consequential, in the sense that

    multiple assessment events and occasions yield evidence of patterns or

    consistencies in a child’s work, but the day-to-day decisions that caregivers

    and teachers make on the basis of single assessments are low-stakes

    decisions. If an incorrect decision is made, for example in judging a child’s

    reading level to help select a book from the library (this book is too easy), that

    decision is easily changed the next day when new assessment data are

    available. Because assessments used as part of learning do not have to meet

    strict standards for technical accuracy, they cannot be used for external

    purposes, such as school accountability (1998, page 12).

    The Connecticut Preschool Assessment Framework is intended for the

    purpose of supporting learning, not high-stakes accountability. These “high-stakes”

    purposes require different sorts of assessment tools that meet different criteria. A program evaluation, for example, typically uses assessment tools that have a high degree of inter-rater reliability. This purpose requires a high level of consistency in testing procedures, which are often inconsistent with the NAEYC guidelines for curriculum-embedded classroom assessment. Furthermore, not all children need to be assessed in research or program evaluation projects. A representative sample of children is usually all that is required for a large-scale program evaluation.

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Connecticut Preschool Assessment Framework [Manual]

    In contrast, all children need to be assessed in order to support teaching and learning in the classroom. Therefore, teachers need to use the Connecticut Preschool Assessment

    Framework to assess all of the children in their class as they are engaged in typical classroom activities. This contextually embedded assessment model is, by necessity, more flexible and accessible so that teachers may use it easily in their classrooms to assess each of the children. The variability in classroom contexts makes such methods less standardized than tools intended for research or other high-stakes purposes. The National Goals Panel suggests that teachers will become more reliable as they become familiar with and use the performance-based assessment instruments in their classrooms.

    In summary, the Connecticut Preschool Assessment Framework is consistent with

    recommendations for early childhood assessment that are primarily intended to be used by classroom teachers to inform their instructional decisions. This assessment framework describes precisely what preschoolers are expected to learn and be able to do, and offers materials that drive a process for connecting assessment, planning and teaching with a common set of learning objectives.

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Connecticut Preschool Assessment Framework [Manual]

    APPENDIX B

    Comparison of Connecticut Preschool

    Curriculum Framework and Connecticut

    Preschool Assessment Framework

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Connecticut Preschool Assessment Framework [Manual]

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Connecticut Preschool Assessment Framework [Manual]

    Comparison of the Connecticut Preschool Curriculum Framework

    and the Connecticut Preschool Assessment Framework

    Personal & Social Domain

    Preschool Curriculum Framework Content Preschool Assessment Framework

    Standards and Performance Indicators Performance Standards

    Content Standard: Preschool programs will provide children with opportunities to exhibit

    curiosity, creativity, self-direction and persistence in learning situations.

    Performance Indicators:

    ; Engage in activities that they select or create and P & S 1 Shows self-direction with range of

    demonstrate self-direction in use of materials. materials

    ; Sustain attention to task. P & S 2 Sustains attention to task

    ; Demonstrate the ability to use a minimum of two COG 2 Uses a variety of strategies to solve

    different strategies to attempt to solve a problem. problems

    ; Demonstrate delight or satisfaction when completing P & S 5 Uses words to express emotions or

    a task or solving a problem. feelings

    Content Standard: Preschool programs will provide children with opportunities to describe

    themselves using several basic characteristics.

    Performance Indicators:

    ; Refer to themselves by first and last name. P & S 9 Recognizes similarities and

    appreciates differences

    ; Identify themselves by family and by gender. P & S 9 Recognizes similarities and

    appreciates differences

    Content Standard: Preschool programs will provide children with opportunities to demonstrate awareness of one’s own and others’ feelings.

    Performance Indicators:

    ; Use words to express emotions or feelings. P & S 5 Uses words to express emotions or

    feelings

    P & S 6 Shows empathy and caring for others

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Connecticut Preschool Assessment Framework [Manual]

    Personal & Social Domain

    Preschool Curriculum Framework Content Preschool Assessment Framework

    Standards and Performance Indicators Performance Standards

    Content Standard: Preschool programs will provide children with opportunities to

    participate in and exhibit self-control in group situations.

    Performance Indicators:

    ; Participate in small- and large-group activities. P & S 3 Participates in teacher-led group

    activities

    ; Manage transition from one activity to the next. P & S 4 Manages transitions; follows routines

    and rules ; Follow classroom and playground rules.

     ; Be aware of and follow the classroom schedule and

    routines.

    Content Standard: Preschool programs will provide children with opportunities to interact

    appropriately with peers and familiar adults.

    Performance Indicators:

    ; Interact with one or more children, beginning to play P & S 7 Interacts cooperatively with peers

    or work cooperatively.

    ; Enter into or initiate a play situation. P & S 7 Interacts cooperatively with peers

    CRE 3 Represents experience and fantasies

    in play

    ; Demonstrate empathy and caring for others. P & S 6 Shows empathy and caring for others

    ; Seek help from peers or adults. P & S 8 Works to resolve conflicts

    Content Standard: Preschool programs will provide children with opportunities to use age-

    appropriate conflict-resolution strategies.

    Performance Indicators:

    ; Use words to identify the conflict. P & S 8 Works to resolve conflicts

    ; Engage in developing solutions and work to resolve

    conflicts.

    ; Seek adult help when involved in a conflict.

    Content Standard: Preschool programs will provide children with opportunities to

    recognize similarities and appreciate differences in people.

    Performance Indicators:

    ; State at least two ways in which children are similar P & S 9 Recognizes similarities and

    and two ways in which they are different. appreciates differences

    ; Interact with a variety of children in the program.

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    Connecticut Preschool Assessment Framework [Manual]

    Physical Development

    Preschool Curriculum Framework Content Preschool Assessment Framework

    Standards and Performance Indicators Performance Standards Content Standard: Preschool programs will provide children with opportunities to engage

    in a wide variety of gross-motor activities that are child selected and teacher initiated. Performance Indicators:

    ; Demonstrate competence in a variety of activities PHY 1 Uses coordinated large-muscle

    that require coordinated movement using large movements

    muscles.

    ; Perform activities that combine large-muscle

    movement with equipment.

    ; Combine a sequence of several motor skills in an

    organized way.

    ; Choose to engage in physical activity that is child

    selected or teacher initiated.

    Content Standard: Preschool programs will provide children with opportunities to use a

    variety of materials that promote eye-hand coordination and small-muscle development. Performance Indicators:

    ; Perform fine-motor tasks that require small-muscle PHY 2 Uses coordinated small-muscle

    strength and control. movements

    ; Use eye-hand coordination to successfully perform

    fine-motor tasks.

    ; Show beginning control of writing, drawing and art PHY 2 Uses coordinated small-muscle

    tools. movements

    COG 14 Uses writing to convey meaning

    CRE 2 Draws and paints to represent own ideas Content Standard: Preschool programs will provide children with opportunities to

    demonstrate spatial awareness in both fine- and gross-motor activities.

    Performance Indicators:

    ; Move through an environment with body control. PHY 1 Uses coordinated large-muscle

    movements

    COG 14 Uses writing to convey meaning ; Demonstrate spatial awareness in fine-motor CRE 1 Builds and constructs to represent own activities. ideas

    CRE 2 Draws and paints to represent own ideas

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    Connecticut Preschool Assessment Framework [Manual]

    Physical Development

    Preschool Curriculum Framework Content Preschool Assessment Framework

    Standards and Performance Indicators Performance Standards

    Content Standard: Preschool programs will provide children with opportunities to choose

    nutritious meals and snacks.

    Performance Indicators:

    ; Recognize and eat a variety of nutritious foods.

    Content Standard: Preschool programs will provide children with opportunities to practice basic hygiene and self-help skills.

    Performance Indicators:

    ; Practice personal hygiene. PHY 3 Cares for self independently

    ; Use self-help skills.

    Cognitive Development

    Preschool Curriculum Framework Content Preschool Assessment Framework

    Standards and Performance Indicators Performance Standards

    Content Standard: Preschool programs will provide children with opportunities to express

    wonder, ask questions and seek answers about the natural world.

    Performance Indicators:

    ; Ask questions about and comment on observation COG 1 Engages in scientific inquiry

    and experimentation.

    ; Collect, describe and record information.

    ; Use equipment for investigation.

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