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Assessment in early childhood education
Importance of carrying out educational assessment
Importance of carrying out educational assessment
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Recommended: Assessment in early childhood education
Intervention Plan
In order to fully understand and meet the needs of learners, teachers must be knowledgeable in using a variety of methods for assessment purposes. What is important is that teachers are able to understand and use assessment in a way that meets ‘best practice’. As students learn their knowledge expands and their skills develop, and for that reason teachers must use a combination of strategies to meet best practice in assessment. Not only must assessment follow learning in order to gauge a student’s performance for example, but there is also a place for using assessment before instruction in order make informed future instructional decisions.
In order to demonstrate best practice in assessment, an intervention plan has been developed around three Kindergarten students’ who need additional help to develop their phonemic awareness and letter- sound correspondences.
Students’ Profile
Three students’ from a local Kindergarten class are being utilised for the purpose of this assignment.
Student A - The youngest student of the group and his class having not yet turned five. This may be playing a factor in his falling behind in areas of learning. He is able to name most phonemes but is struggling to learn both consonant and vowel digraphs.
Student B - Generally a sound achiever and can identify most phonemes that have been introduced to this point. However, he is having trouble with several digraphs and blends and needs some assistance in these areas. He becomes easily frustrated when attempting blends.
Student C - Generally a sound achiever and can identify most phonemes and digraphs; he makes sound attempts at blending. Nevertheless, his reading should benefit from extra assistance to increase his a...
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...nitial and Final Consonant Blends / Clusters - Picture Charts and Words to Match. Retrieved from http://www.k-3teacherresources.com/consonant-blends.html
McMillan, J.H. (2007). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (4th ed.). Boston, USA: Pearson
New South Wales Board of Studies. (1997). English K-6 Literacy- Interim Support Document for Students Experiencing Learning Difficulties. Retrieved from http://k6.boardofstudies.nsw.edu.au/files/english/k6literacy_int.pdf
New South Wales Board of Studies. (n.d). Outcomes for all K-6 learning areas. Retrieved from http://k6.boardofstudies.nsw.edu.au/
Westwood, P. (2007). Planning effective intervention for literacy problems. Retrieved from http://edocs.library.curtin.edu.au/eres_display.cgi?url=dc60265715.pdf©right=1
Pardo, J. S., Gibbons, R., Suppes, A., & Krauss, R. M. (2011). Phonetic convergence in college roommates. Journal of Phonetics, 40(1),190-197. doi:10.1016/j.wocn.2011.10.001
In the kindergarten classroom students come to me in the fall and are struggling with phonological awareness skills. Many of these children do not possess the basic phonetic skills such as rhyming. The purpose of the needs assessment is to determine if these skills are lacking in all classrooms in the district that I work in, to determine if all instructors understand the value in educating the students, and the importance of these skills for beginning kindergarteners.
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
This paper explores a few of the many alternatives to standardized testing within the education system. Also, this research helps the reader understand what standardized exams are, why they are used, and how educators can use other ways of assessing to “test” the children’s/students’ abilities throughout the year. Some of these substitutions may include personal portfolios, developmental benchmarks, and a variety of analyses on comprehension by recording different sessions. Furthermore, this exposition uses research from many different resources to support the importance, credibility, and objectivity of other assessment tools besides standardized test. By reading this composition, one will learn the pros and cons of uniform evaluation implementations and why it is important for everyone’s individual learning and development that standardized testing are no longer required.
Teachers must pay attention to presenting to their students, is very important in their education. If the student finds it too much of challenge there will give up and if it’s too easy there will be bored. An example of teaching strategies is scaffolding strategic support that teachers provide that allows children to complete a task they could not accomplish independently (Vygotsky, 1978; Wood, Bruner, & Ross, 1976). Teacher needs to plan out a task according to the child ability to help they respond and engaged the lesson there increase their independent performance in school. It creates an understanding of English is pronouncing and how to read, both of these skills are important in life. By making these an important part of early child development it reinforces these
Working Paper No. -. 239. The syllable of the syllable. Vol.
According to Bursuck & Damer (2011) phonemes are “the smallest individual sounds in words spoken.” Phonemic awareness is the “ability to hear the phonemes and manipulate the sounds” (p. 41). Phonemic awareness is essential because without the ability students are not able to manipulate the sounds. According to the National Institute for Literacy (2007), “students with poor phonics skills prevent themselves from reading grade-level text and are unable to build their vocabulary” (p.5) Agreeing with the importance of phonemic awareness, Shapiro and Solity attempted to use whole class instruction to improve students’ phonological awareness. The intervention showed that whole class instruction assisted not only the students with poor phonemic awareness, but also on-level developing readers.
McMillan, J. (2010). Classroom assessment: Principles and practice for effective standards-based instruction (5th ed.). Boston, MA: Pearson.
Cape Town Reed, Yvonne. (2006). From Feedback to Fast Forward, a talk given at the Assessment for Learning Conference in May 2006. Sherman, Jessica. (1996).
1.2. PHONOLOGICAL BACKGROUND. This part of the first section presents the inventory of Hasawi phonemes as a good reference for Results section.
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
Rose, J. (2009). Identifying and Teaching Children and Young People with Dyslexia and Literacy Difficulties. Retrieved from http://www.education.gov.uk/publications//eOrderingDownload/00659-2009DOM-EN.pdf
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Stiggins, R., Arter, J., Chappuis, J., Chappuis, S., (2007). Classroom assessment for student learning: Doing it right -- using it well. Upper Saddle River, N.J: Pearson.
In this course we study both phonetics and phonology. Phonetics to improve the way we should spell the sounds, and in order to spell the correct sounds we should learn how to listen accurately. It’s also known as the study of language which contains 44 sounds and 26 letters. Phonology is to study the rules for combining phonemes and what happened due to this combination. Phonetics contains consonant, vowels & diphthongs. It’s also used in language and linguistics rules that specify how the phonemes are organized into syllables, words, and sentences to