Clarifying the Preschool Assessment Process: Traditional Practices and Alternative Approaches

Appl, Dolores J.

doi:10.1023/b:ecej.0000003358.78284.fa

Cited by 19 publications

(13 citation statements)

References 7 publications

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“…Parents strongly realize that collecting the necessary amount of evidence for early learning of children's progress takes a lot of time and is a difficult task for many kindergarten teachers. This result is supported by several studies which identified children's assessment as a complex issue for teachers because they have to provide a valuable profile and document the progress of students investing a lot of time in this significant pedagogical procedure (Appl, 2000;Epstein et al, 2004).…”

Section: Discussion Of Findingsmentioning

confidence: 82%

Parental Perceptions about Children’s Authentic Assessment and the Work Sampling System’s implementation

Pekis

Gourgiotou

2017

International Journal of Assessment Tools in Education

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Article Info The authentic assessment process in preschool education gains the confidence of the practices which are used today, as an innovative educational policy in the interest of everyone who's involved in early childhood education: children, teachers and parents. The purpose of this study was to explore parents' perceptions upon the significance of child's assessment, their engagement in this assessment and the impact of the implementation of alternative forms of assessment such as the Work Sampling System at the kindergarten. A survey research design was utilized in order to achieve the objectives of the study, where a small-scale questionnaire was given to a convenience sample of 18 parents whose children were enrolled in a public allday kindergarten in Chania, Greece. Findings show that the majority of the parents either acknowledge children's authentic assessment as a real breakthrough or they are satisfied on a large scale with the implementation of alternative forms of assessment in the classroom. In conclusion, the child's authentic assessment has been recognized widely as it is advantageous to the educational settings of the modern pedagogy.

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Section: Discussion Of Findingsmentioning

confidence: 82%

Parental Perceptions about Children’s Authentic Assessment and the Work Sampling System’s implementation

Pekis

Gourgiotou

2017

International Journal of Assessment Tools in Education

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“…The subsequent curricular process is also enriched by the unique information distilled from the triad of parent, child, and teacher (Gullo, 1994;Henderson & Meisels, 1994;Lewis, 1993;Meisels et al, 1993;Williams et al, 1989). However, alternative assessment procedures, even when serving as a supplement to standardized procedures, need to be enacted with caution (Appl, 2000) until research has determined the viability and reliability of their components.…”

Section: Restrictive Contextmentioning

confidence: 99%

“…Appl (2000) cites the four major reasons for assessing preschool children: (a) to identify those children requiring further evaluation, (b) to provide diagnostic evaluation, (c) to assist in program planning, and (d) to monitor the progress of identified students. These reasons have a compelling focus in North America.…”

mentioning

confidence: 99%

“…These reasons have a compelling focus in North America. Under the auspices of the United States' Child Find program (Appl, 2000), states are mandated to locate, identify, and service children with identified learning disabilities. As the intervention techniques and funding for such programs are contingent upon an accurate assessment process, it is imperative that the instruments used in this process are valid and reliable.…”

mentioning

confidence: 99%

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The early assessment conundrum: Lessons from the past, implications for the future

Bordignon

Lam

2004

Psychology in the Schools

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The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess young children and the inherent difficulties in conducting such assessments. Because the effectiveness of education relies critically on the sound diagnoses of children's readiness for learning and the measurement of their subsequent progression throughout the schooling process, critical issues in early assessment must be addressed. An examination of past practices was synthesized with recent research to focus awareness on the insufficient content domain, restrictive context, adverse timing and questionable psychometric properties, specifically the inappropriate norms and low predictive validity, of many instruments. Both the implications of and compensatory strategies for each issue are considered.

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“…There are four purposes for assessment of preschool children as knowing the child, diagnosis, planning the program and monitoring the development/progress (Appl, 2000). It's important to identify and assess preschool children accurately because they develop fast, they cannot express themselves completely and they will carry their developmental characteristics of this period to adulthood (Deniz-Kan, 2007).…”

Section: Introductionmentioning

confidence: 99%

Investigation of teachers and teacher candidates' opinions about assessment of preschool children

et al. 2017

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Abstract:In this study, before and after they become teachers, the views of preschool teacher candidates on knowledge, skills and practices regarding child assessment and evaluation were determined. This study utilizes qualitative research method, and interview technique was used to obtain data. The study group consists of 20 preschool teacher candidates who are senior students at a public university's department of preschool education. As data collection tool, 8 open-ended questions were designed and asked to participants. Among study group, nine teachers who work as teachers were volunteered to participate in the study. Four open-ended questions were transmitted to them electronically and descriptive analyses of all obtained data were conducted. As a result of the study, it was found that teacher candidates generally think that they have sufficient level of knowledge regarding assessment and evaluation. Teacher candidates also stated that the knowledge they gain during undergraduate education will contribute to child assessment in their teaching profession. However, participants' views have changed when they became teachers and they have started to question their competencies. Keywords: Preschool teacher candidates, preschool teachers, assessment-evaluation, child assessmentÖz: Bu çalışmada, okul öncesi öğretmen adaylarının lisans eğitimi sırasında ve mezun olarak öğretmen olduktan sonra, çocuğu ölçme ve değerlendirmeye yönelik bilgi, beceri ve uygulamalarla ilgili görüşlerinin belirlenmesi amaçlanmıştır. Nitel araştırma yöntemine uygun olarak tasarlanan araştırma verilerinin elde edilmesinde görüşme tekniği kullanılmıştır. Araştırmanın çalışma grubu 2014-2015 eğitim öğretim yılı bahar döneminde bir devlet üniversitesinin Eğitim Fakültesi, Okul Öncesi Öğretmenliği bölümünde öğrenim gören 4. sınıf öğrencileri arasından genel akademik not ortalamaları göz önüne alınarak belirlenen ve araştırmaya katılmayı kabul eden 20 öğretmen adayından oluşmaktadır. Veri toplama araçları araştırmacılar tarafından hazırlanmıştır. Öğrenmen adayları için toplam 8 açık uçlu soru hazırlanarak çalışma grubuna yüz yüze sorulmuştur. Daha önce öğretmen adaylarından izin alınarak ses kaydı gerçekleştirilmiştir. Çalışma grubu içinden mezun olan ve öğretmenlik görevine başlayan 9 gönüllüye yine açık uçlu 4 soru elektronik ortamda iletilmiş ve elde edilen tüm verilerin betimsel analizleri yapılmıştır. Araştırma sonucunda elde edilen bulgular incelendiğinde okul öncesi öğretmen adaylarının genel olarak ölçme-değerlendirmeye ilişkin yeterli bilgi düzeyine sahip olduklarını düşündükleri ve lisans eğitimleri sürecinde edindikleri bilgilerin öğretmenlik mesleğinde çocuğu değerlendirme açısından katkı sağlayacağını ifade etmişlerdir. Ancak öğretmen olduklarında katılımcıların görüşleri değişmiş ve yeterliliklerini sorgulamaya başlamışlardır. Öğretmen olmadan önce ve öğretmen olduktan sonra katılımcıların çocuğu değerlendirmeye yönelik görüşlerinin farklılaştığı ortaya çıkmıştır.Anahtar Kelimeler: Okul öncesi öğretmen adayı, okul öncesi öğretmeni...

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Clarifying the Preschool Assessment Process: Traditional Practices and Alternative Approaches

Cited by 19 publications

References 7 publications

Parental Perceptions about Children’s Authentic Assessment and the Work Sampling System’s implementation

Parental Perceptions about Children’s Authentic Assessment and the Work Sampling System’s implementation

The early assessment conundrum: Lessons from the past, implications for the future

Investigation of teachers and teacher candidates' opinions about assessment of preschool children

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