Performance Assessment Development Presentation: Understanding the Concept of Writing By: Rakeema Benjamin Post University EDU 607:Assessing and Managing Learning Professor Shaw
Introduction & Overview • The Performance Assessment Development entails two learning performance standards that will be used to construct learning targets that fit the needs of preschool children. One standard is Physical 2, which uses coordinated small muscle movements. Cognitive 14 shows how to usewriting to convey meaning. • The children will use: • fine motor skills to support and develop meaningful writing. • visual motor integration (CTELDS, 2014).
Standards • The Office of Early Childhood states that teachers should be ready to serve and build a foundation with their students. In addition, it is important to provide ways to help students reach their goals (CTELDS, 2014, p.3). • Teachers should have a vision as they provide the basis for planning a learning environment, supporting individual children and communicating around common goals (CTELDS, 2014, p.3). • Teachers are asked how they can help students reach their optimum growth and prepare them for life- long achievement. • It is important that teachers create ways to promote learning throughout the classroom. • Teachers should provide ways for students to recognize letters, especially those in their names. Students should be able identify some printed words and common symbols, for example, sink, door, and bathroom. Lastly, students should be able to write to convey meaning through drawing, letters and words (CTELDS, 2014, p.58).
Learning Targets Assessed • According to Moss and Brookhart (2012), learning targets are established to determine if students can explore learning and reach their goals after a particular lesson. This is why it is important for teachers to have the proper knowledge and skills in order to help students reach their ultimate goals. Teachers are used as a guide in the classroom. Therefore, it is important to present students with the necessary materials. Once students have the proper materials, they will begin exploring learning on their own. • Knowledge & learning targets: “I know what my name is.” • “I can identify the letters in my name.” • Reasoning learning targets: “I can form my name using letters of the alphabet.” • Skills & learning targets: “I can form words by combining letters in the alphabet.” “I can hold the pencil.” I can hold the paint brush.” “I can hold the marker.” • Product learning target: “I can write my name .
Student Template • CTELDS standard: Students will possess the necessary knowledge and skills in order to begin the concept of writing. • Essential Question: Why is it important for preschool students to be able to understand the concept of writing? • Your Learning Targets: I can begin to recognize the first letter in my own name. I can identify some letters and the sounds associated with them. I can begin to demonstrate the letters associated with the alphabet or system that make up or represent words. I can begin to demonstrate an awareness of written language. I can begin to use marks or symbols to represent spoken language. I can develop beginning writing skills by using letters or symbols to represent ideas. • Your Goal: For this assignment, children will show beginning stages of writing. Children will form letters like symbols and shapes. The older children will write their name and words as instructed by the teacher.
Student Template Continued • Procedure: / Components: • 1. Students will use fine motor skills to hold a writing tool such as pencils markers and crayons. • 2. Students will also show beginning stages of writing. Children will write their name and/or words as instructed by the teacher. • Product: Students will be observed and based on observations the teacher will determine if the child has emerged or has mastered understanding of the concept of writing. • Performance Standard: Physical 2, which uses coordinated small muscle movements. Cognitive 14 shows how to usewriting to convey meaning. Children will use motor skills to develop that will support writing for meaning. Children will use visual motor integration.
Understanding the Concept of Writing Name: Rubric
Summary of Assessment Critique • Key1 (5) This assessment was designed to fit the needs of preschool children. This assessment is also used as a guide for preschool teachers. It is teacher’s responsibility is to make sure children understand the concept of writing. The importance of this assessment is to properly assess one’s knowledge. Based on the results of this assessment teachers would be able to determine if their students have successfully met the goals that have been set out for them. According to Chapius and Chapius (2004), it is important to find the proper assessment that best fits your educational environment. This assessment is also a great source to use when showing parents the progress that his or her child has made.
Summary of Assessment Critique • Key 2 (5) The achievement targets are clearly demonstrated in the assessment. The developmental key aspects focused on students’ achieving their goals with a rewarding outcomes. For example, students were able to identify their names. They were also able to recognize letters associated with the alphabet. This is just to name a few as described. Greenstein (2010) stated that self-assessments encourage children to learn and promotes a healthy learning environment. Self-assessments make learning at ease teachers and most importantly students. • Key 3 (5) The selection of the method makes perfect sense the goals that the teacher have set for the students serve a great purpose and meet the needs of every child. The assessment is self-explanatory the goals are set in a way that help educators and caregivers see the progress of their students/child’s performance.
Summary of Assessment Critique • Key 4 (5)The assessment has a clear overview as to what are the students’ goals and how they are progressing throughout this process to meet these goals. Educators as well as parents have access to the Office Of Early Childhood website. The assessments can be found on this website. Every child in Early Childhood setting has a State identification number that is located in their portfolios. As an educator, it is important to involve parents/ and caregivers in their child’s daily activities. It is also important to keep them updated on their child’s behavior. According to Marzano, Gaddy, Foseid, Foseid, and Marzano (2005) it is important to communicate with parents and caregivers. This is why it is important for parents and caregivers to establish positive relationships with their child’s teachers.
Summary of Assessment Critique • Key 5 (5) Children will be encouraged by teachers to practice their writing skills. Teacher will also engage in conversations about their students’ growth. The teacher would use rewarding words such as awesome! Great job! You did it! The educator will also sit down and have conversations with their students about their work. Conversations show students how much the teacher appreciates and cares about their hard work. The assessment allows students to explore learning on their own which promotes a healthy learning environment.
Conclusion • Performance Assessments is a great tool to use in the world of education. Performance Assessments promotes a healthy learning environment for all children. Greenstein (2010) stated that self-assessments encourage children to learn and promotes a healthy learning environment. Self-assessments make learning at ease for teachers and most importantly students.
References • Brookhart, S. M. (2014). How to design questions and tasks to assess student thinking. • Alexandria, VA: ASCD. • Greenstein, L. (2010). What teachers really need to know about format assessment. Alexandria, • VA: Association for Supervision and Curriculum Development. • Marzano, R. J., Gaddy, B. B., Foseid, M. C., Foseid, M. P., & Marzano, J. S. (2005).A handbook • for classroom management that works. Alexandria, VA: Association for Supervision and • Curriculum Development. • What children, birth to five, should know and be able to do. (2014). In Connecticut • Early Learning and Development Standards (pp. 1-71). Connecticut: East Conn Communications. • Stiggins, R., Arter, J., Chappuis, J., & Chappuis, S. (2004). Part 2: Assessment methods. In, Classroom Assessment for Student Learning: Doing it Right-Using it Well.