Assessment and Evaluation

Basic Principles, Intended Audience, and Enhancing Communication

Presented By: Lillian Vania, MEd. October 13, 2010

Assessment and Evaluation

Williamstown Community Preschool October 13, 2010

Name:

2 hours: Observation, Assessment, and Planning for Individual Need

Presenter: Lillian Vania, MEd

Basic Principles, Intended Audience, and Enhancing Communication

Review

Observation

We observe to learn about the whole child. These four concepts work in tandem to provide the most complete

understanding of an individual child and the child within the group: Scripted or required observation Intuitive observation Planned observation Spontaneous observation

The environment affects how, when, where, and what we observe. We plan with prompts to elicit actions to observe and document. We observe to provide information for assessment.

What is the end result?Understanding of the whole child

Assessment and EvaluationCommunication with parents and caregivers

Assessment and Evaluation

The Basic Principles

Assessment and EvaluationThe terms assessment and evaluation are often used interchangeably, in actuality they are two

parts of the same process.1

Assessment is the process of gathering evidence of what the child can do.

Evaluation is the process that follows this collection of data, including analysis and reflection, as well as decisions

based on the data.

1. Assessing and Evaluating Student Learning: Atlantic Canada English Language Arts Curriculum: K-3 p. 263-264

Assessment and EvaluationPrimary Purpose: To inform teachingTo promote and encourage learning

To promote optimal individual growth

To assist learners in their quest for understanding at the point in time in which we (teachers) encounter them in the classroom 2

2. Jacobs, Heidi Hayes Mapping the Big Picture: Integrating Curriculum and Assessment K-12

Assessment and Evaluation In order to provide information vital to teachers,

assessment and evaluation must be: 3

Ongoing Integrated into the teaching and learning process A continuous cycle of collecting data, interpreting

data, reporting information, and influencing teaching Consistent with beliefs about curriculum and

classroom practices A reflection of the desired outcomes of Creative

Curriculum Designed to use multiple sources of information

collected in a variety of contexts Designed to recognize learners as active partners in

their own learning and in the evaluation of that learning.

3. Assessing and Evaluating Student Learning: Atlantic Canada English Language Arts Curriculum: K-3 p. 263-264

Assessment and Evaluation

A Three Step Process

Step 1

Gathering information (assessment) on the child within the following context:

Within the classroom environment and other learning environments

The child as an individualThe child within the group

The direct and indirect

interactions of teacher and child.

Step 2

The process of evaluation:Analysis, reflection, and summarization of assessment

informationMaking decisions based on the information collected

The teacher(s) interaction with

the gathered information

Step 3

Communication of evaluation based on assessment:Reporting the summary of information gathered to evaluate child’s

learningAnswering questions about child’s learning Engaging in conversationEngaging in active listening

The teacher(s) interaction with the

parent/ caregiver about the analyzed information

Assessment and Evaluation

Identifying and Understanding the Intended Audience

The Intended Audience

Parent(noun)

A father or motherAny organism that generates another

Caregiver(noun)

A person who has custody, guardianship, or supervision of a child

Who is your audience?: PersonalityDescribe using the Johari Window Model

The Johari Window model is a simple and useful tool for illustrating and improving self-awareness and mutual understanding between

individuals within a group. The Johari Window model can also be used to assess a

group's relationship with other groups.

The Johari Window represents information: feelings, experience, views, attitudes, skills, intentions, motivation, etc. within or about

a person in relation to their group, from four perspectives.

The Groups: Parents/ Caregivers

Teachers

Perspective 1: The ArenaWhat is known by the person about him/ herself

What is also known by others Goals:To develop the 'open area' for every personTo be our most effective and productive so that the group is also productiveTo have 'the arena', be seen as the space where good communications and cooperation occur, free from distractions, mistrust, confusion, conflict and misunderstanding.

Perspective 2: Blind spotWhat is unknown by the person about him/herself However others know/ have this information

Goal:To increase self-awarenessNote:This blind area is not an effective or productive space for individuals or groups. This blind area could also be referred to as ignorance about oneself, or issues in which one is deluded.

Perspective 3: FacadeWhat the person knows about him/herself Others do not know/ do not have this information

What is unknown by the person about him/herself Is also unknown by others

Perspective 4: The Unknown

•able•accepting•adaptable•bold•brave•calm

•dependable•dignified•energetic•extroverted•friendly•giving

•intelligent•introverted•kind•knowledgeable•logical•loving

•patient•powerful•proud•quiet•reflective•relaxed

•sensible•sentimental•shy•silly•smart•spontaneous

A Johari Window includes 56 adjectives of which 30 are listed here as possible descriptions of the participants. You may include other adjectives.

For this exercise the participants are parents/ caregivers with whom you (the teachers) communicate with about their child’s learning.

Johari ModelPerspective 1: The Arena Perspective 2: The Blind Spot

Assessment and Evaluation

Overcoming Common Misconceptions to Enhance Communication

Common Misconceptions About Assessment and Evaluation

Small Group Discussion Jumpstart your discussion:

What do parents/ caregivers: Assume Commonly misinterpret Ask or don’t ask the teacher Demand of the teacher Stereotype Compare Act upon or ignore assessment and evaluation information

Large Group Discussion Share with the group

Respond to scenarios Brainstorm solutions/ responses

This is your opportunity to be open, honest, and direct!

Enhancing CommunicationApproaches to think about:

Awareness of the concept of cross cultural communication: Each of the world’s cultures has evolved within its own environment to serve its

people in their interactions with each other and with outsiders. No one culture is superior in values or utility, nonetheless, culture shapes outlook in a variety of subtle ways.

Cultivate awareness of ones own cultural values, norms and reflexes. Practice your own awareness of non-verbal cues. Non-verbal communication includes a huge variety of largely unconscious

patterns, such as facial expressions and other body language, volume of speaking, touch and physical proximity, eye contact, and silence. All of these vary according to culture, and everyone has learned to use these patterns in one, automatic, culturally approved way.

The non-verbal communication of people from other cultures is either received and interpreted within one's own cultural framework, or, frequently, not received at all.

Each culture has a variety of largely unstated assumptions and beliefs about the educational process and about what is supposed to happen in a classroom.

A goal of being aware: Cross cultural communicators recognize that their own values are not the only

possible ones, and the questions and concerns of students and parents from different cultures need to be responded to out of respect for difference, acknowledging the other culture’s values and explaining, not insisting on, one's own.

Enhancing CommunicationBrainstormAdditional Thoughts:

Be specificBe conciseHave a plan, but allow for flexibilityBlend the home to school (school to home)

connection into the evaluationBe informative:

How does the child show joy in the classroom?

Assessment and Evaluation

In Summary

Assessment and EvaluationAssessment is the process of gathering evidence of what

the child can do.

Evaluation is the process that follows this collection of data, including analysis and reflection, as well as decision

based on the data.

Parent and Caregiver personality affects how the assessment and evaluation process is approached and

received.

We, as teachers, have the power to enhance communication by enlarging the “arena” and reducing the “blind spot”.

Assessment and Evaluation provide a picture of the whole child so that teachers and parents/ caregivers can provide

the best learning environment for each child within the group.

Next StepsChild Study

Using observation, assessment, and teacher expertise to describe children in full and balanced ways. A focus on a complex approach of understanding complex human beings; the children who enter our classrooms everyday.

YOUR HOMEWORK

Choose a child who displays one or more of the following A behavior that is not affected by “traditional solutions” A social emotional concern A developmental concern Doesn’t seem to have anything of concern, but intuitively you

know to look a little closer

This child can be a current or a former child in your classroom Remember to change name for confidentiality

Jot down some notes to share on November 13th. This will be an opportunity to work as a team with the child study method