Section 4: High-Quality Learning through Assessment
Purposes and Types of Assessment
Assessment in Early Learning
Assessment of children within the educational space is complex and requires teacher and program administrator’s thoughtful consideration of the purpose of the assessment, type of assessment, and process for how data is collected.
Purpose
Assessment has multiple purposes in early learning. Educators assess children’s learning and development to make decisions about instruction, determine eligibility for special services and program placement, and to inform families about children’s progress in the early childhood setting. Assessment data is also used to measure program and instructional efficacy, or to benchmark data for accountability purposes at the local, state, and national level. When it comes to the assessment the “why” should precede the “how” because assessments should be designed and administered with the purpose in mind. Most assessments are used for one of the three general purposes: to inform and improve instruction, to screen/identify (for interventions), and to measure outcomes.
Type
There are three types of assessment in early learning, discussed later in this Framework within the early learning context – one of which is administered by trained professionals (Developmental Screening, a type of Interim Assessment) and the other types of assessment are administered by educators (Formative, Interim, and Summative assessment). While the types of assessment used between the early learning and K-12 contexts may be the same, what differs are the processes and practices by which the assessment is administered, and data is collected.
Practice
Formal/standardized assessments may be presented as standardized tests, developmental screenings, and/or diagnostic evaluations. Within the early learning context, assessments administered by educators typically use Informal/Authentic practices for collecting data. Informal assessments are ongoing assessments incorporated into day-to-day classroom activities and measure children’s performance and progress on an individualized basis (NAEYC, 2022). Specific strategies for implementing authentic assessment practices in the early learning classroom are addressed on pages 96-105 of this framework.
The Instructional Cycle
Highlighted in Section II, the Rhode Island Early Learning and Development Standards articulate shared expectations for what young children should know and be able to do by certain age-ranges. Spanning nine developmental domains, the RIELDS reinforce the idea that early learning and development is integrated across all areas of development and while specific domains of learning are identified, each area of learning is influenced by progress in others. The RIELDS are never to be used as a checklist, an exhaustive list of the ways a standard may be represented, or as a stand-alone curriculum or assessment tool; rather, they are the foundation of the instructional cycle which signifies the cyclical nature of curriculum, instruction, and assessment, and illustrates how each element is connected in inextricably linked to the others. When teachers have a solid understanding of developmental expectations through the RIELDS, they can plan and deliver instruction (curriculum & instruction), and assess outcomes, and determine child, teacher, and program needs (assessment). Findings from assessment yield valuable information for program leadership and educators on curriculum, instruction, and assessment and therefore, the cycle continues.
To leverage this cycle intentionally for the benefit of all children including MLLs and children that are differently abled additional considerations apply. Teachers need to be acutely aware of the diversity between and within different groups of children, plan assessments that are responsive to variability among MLLs and their development strengths and tease out various influences that impact children’s learning to avoid misinterpretations that inhibit ongoing curricular and instructional supports. The Instructional Cycle is cyclical, and information gained through assessment helps families, educators, and program leaders make decisions about what is known about children’s learning and what can be done to better support learning.
Types of Early Learning Assessments
There are three types of early learning assessments that are commonly administered by educators within the context of the early learning classrooms: Formative, Interim, and Summative Assessment. Each type of assessment is distinct in how frequently data is collected and the purposes for which the data is analyzed and used, which is summarized in the graphic below:
TYPE OF ASSESSMENT
Informal (Authentic) and/or Formal (Standardized) Assessment Practices
Formative Assessment
Purpose: To continuously measure children’s progress toward learning goals for curricular and instructional planning.
Administrator: Teachers, Teacher Assistants
Occurrence: Frequent/Ongoing
Formative assessment is a type of assessment that teachers use to collect data for the purpose of continuously measuring children’s progress towards learning goals and tailoring instruction to an individual and group over a shorter timeframe. Formative assessment does not occur within a single event or measurement, but rather is an ongoing, planned, and intentional process used to assess learning as it is occurring, and to use this information to adjust instructional practices.
Informal or formal tools may be used to collect data during the formative assessment process. The collection and analysis of data is ongoing and may be used by educators in the moment to adjust instruction, or may be used to make, adjust, or enrich plans for upcoming learning activities and routines to be more responsive to children’s learning and developmental needs. Educators who aim for continuous improvement assess children’s learning continually through repeated assessment measures over time as they work with, watch, listen, and have conversations with children during play.
In the Introduction to Observation and Assessment, Shannon Riley-Ayers describes Formative Assessment as:
- Individualized and flexible to meet the context, and is comprehensive;
- Collecting and using information to inform and plan for high-quality instructional practices, and communicate progress to children, families, and others;
- Meeting children where they are, what they bring to the learning environment and where they are ready to go next; and,
- Embracing play and exploration, since children demonstrate stronger skills through play; and
- Contributing to a comprehensive approach to decision-making (however not to be used in isolation).
It is recommended best practice for teachers to embed formative assessment in instruction by working directly with children to gather information about what they know and can do, how they process information and solve problems, and how they interact with other children and adults. Creating a strong partnership with families for the purposes of collecting and communicating formative assessment data is particularly important for families of children that are differently abled and children who are multilingual learners. Additional recommendations for formatively assessing young MLLs include obtaining multiple sources of information on children’s early language experiences and leveraging staff who share their linguistic and cultural backgrounds to assist with gathering and interpreting assessment data. Additional considerations for assessing MLLs are provided below in the under Authentic Assessment practices.
To Learn More
Below are a variety of links to resources to learn more about formative assessment:
- View from the classroom: Formative assessments in early childhood education In this blog series, the Regional Educational Laboratory Program (REL) interviews educator Rori Hodges about her experience using formative assessment in a pre-k classroom.
- Excerpt from Spotlight on Young Children: Observation and Assessment This book excerpt describes the characteristics of formative assessment.
- Every Child Shines: Using Formative Assessment to Reflect on Children’s Knowledge and Skills This video, introduces formative assessment in an early learning classroom (pre-k and kindergarten focused), including best practices and the benefits and uses of formative assessment data at the classroom, local, and state levels.
Interim Assessment
To Learn More
Below are a variety of links to resources to learn more about interim assessment, and more specifically, developmental screenings:
- Understanding Formative, Interim and Summative Assessments in the Classroom This article provides an overview of the roles that formative, interim, and summative assessment play in the classroom.
- Interim Assessment This video developed by the Wisconsin Department of Public Instruction, shares the purpose and importance of interim assessments and the data that it yields.
- What are interim assessments? This video provides an overview of the purpose of interim assessments, what these assessments look like in the classroom, and how these assessments support program equity.
- Learn the Signs. Act Early This landing page developed by the Centers for Disease Control and Prevention offers families guidance and resources on how to encourage child development and what to do if there is cause for concern over development. The “Learn the Signs. Act Early” program aims to improve early identification of children with autism and other developmental disabilities so children and families can get the services and support they need.
- Early Intervention Program This webpage provides key information on Rhode Island’s Early Intervention program, which promotes the development and learning of Infants and Toddlers who have a developmental disability or delay in one or more areas.
- Child Outreach Screening This webpage provides information for educators and families on Rhode Island’s Child Outreach Screening program.
- Birth to 5: Watch Me Thrive! This guide offers educators and programs guidance on how to talk to families and how to best support children throughout the developmental screening process.
- Infant/Toddler Development, Screening, and Assessment This module provides content on early development and quality child care policies and practices for consultants working in child care settings serving children ages birth to 3 years.
Interim assessments in early learning track learning over a period of time (e.g., quarterly, trimester) for the purpose of measuring children’s growth against standard(s) or benchmark(s) at designated checkpoints throughout the year. Interim assessments offer teachers opportunities to gather information about many things that are relevant to the teaching and learning process such as:
- Individual and collective student growth;
- Efficacy of teaching practices, programs, and initiatives;
- Projections of whether a student, class, or school is on track to achieve established proficiency benchmarks; and,
- Instructional needs of individual students
Some interim assessments aggregate formative assessment data at critical points during the learning cycle. Others, like Developmental Screenings collect data at single points during the school year. In doing so, interim assessments have a broader set of purposes than both formative and summative, as it provides educators with data for instructional, predictive, and evaluative purposes. These assessments can help identify gaps and inform decisions around differentiating instruction, so that all students can grow regardless of where they are starting. Additionally, interim assessments may also be predictive and evaluative. Data gathered from interim assessments can help educators predict child performance on important markets and evaluate whether teaching strategies, curricula, and program structures are effective.
Developmental Screening
Developmental screenings, a type of interim assessment, sample developmental tasks in a wide range of areas and have been designed for the purpose of determining whether a child may experience a challenge that will interfere with the acquisition of knowledge or skills. Developmental screening assessments are intended to identify children that may benefit from additional services and supports, or those that may need more thorough and detailed assessment to determine if a referral for further evaluation is necessary to promote positive outcomes in kindergarten and beyond. Developmental screening tests focus on a child’s ability to acquire skills as opposed to other types of screenings that seek to find out what skills the child has already acquired (e.g., literacy screenings and readiness testing). Developmental screenings are only administered by healthcare, early childhood, community, or school-based professionals that are trained in administering the instrument.
- For children aged birth to three, screening is done as recommended by a pediatrician, in a pediatrician’s office. During these early years, an Infant and Toddler teacher plays a critical role in communicating with parents about the importance of visiting a pediatrician routinely with their child and to encourage parents and other family members to talk with their pediatrician about their child’s progress.
- For children aged three to five, Section. 300.111 of the Individuals with Disabilities Act (Child Find) requires states have policies and procedures to ensure that all children with disabilities residing in the State and who are in need to special education and related services, are identified, located, and evaluated. Rhode Island has established developmental screening programs called Child Outreach which seek to annually screen all children in the following areas: Vision, Hearing, Speech/Language Skills, Social/Emotional Development, and General Development including, but not limited to gross and fine motor skills, language, and cognition. Developmental screening, as conducted by Child Outreach, occurs once annually, and asks children to complete developmental tasks to determine whether they may experience a challenge that will interfere with their learning or development of skills in the classroom context.
It is important to remember that developmental screening assessments should never be used as the sole measure to identify children for special education. Screening assessments – although vital in determining who might require additional support and/or services – are limited assessments often used to identify whether a child is experiencing a delay in development in one or more areas; however, further data would need to be collected to identify specific areas, the underlying cause, and the appropriate supports. Additionally, it is important to keep in mind accommodations that must be made when screening multilingual learners. The use of screening assessments developed for monolingual English-speaking children can result in screeners having difficulty distinguishing between language differences and language disorders (Espinosa & Lopez, 2007). Screenings of MLL children should be implemented in English as well as in the child’s primary home language and NAEYC recommends that young MLLs be screened using “linguistically and culturally-appropriate screening tools” (NAEYC, 2005). Families must grant school departments permission to screen their child and, after screening occurs, are always notified of any/all results along with Special Education Evaluation Teams affiliated with Rhode Island’s public-school districts, including when relevant, specialists who understand a child’s home language and culture. If a child is identified as potentially needing additional diagnostic testing, these trained professionals assume responsibility for requesting it.
Research consistently finds that positive developmental and academic outcomes are associated with early identification and attention to potential problems. For instance, approximately 10% of all children born each year have developmental disabilities or are at risk for delays in learning and development. When children with developmental delays receive early identification and intervention services, there is greater likelihood that these children will require fewer intensive services or no services at all when they are older. Early identification not only effectively promotes positive outcomes for young children and families, but also has substantial cost-benefits to our educational systems and to society.
Purpose: Generally used to measure children’s growth against standard(s) or benchmarks at designated checkpoints throughout the school year. For Developmental Screenings, this typically occurs once per year to identify children that may benefit from additional supports.
Administrator: Teachers, Teacher Assistants
Occurrence: Generally intermittent (3-4 times/school year; quarterly, trimester); once per year for developmental screenings
Summative Assessment
Purpose: To measure children’s growth against standard(s) or benchmark(s) across a school year to inform classroom, and program/district improvement
Administrator: Teachers, Teacher Assistants
Occurrence: Infrequent; 1-2 times – at the beginning and end of a school year
Summative assessments are a type of assessment that measure a child’s achievement at the beginning and end of a defined period or experience, for the purpose of measuring growth against standard(s) or benchmark(s) across a school year. Summative assessments may be administered at the beginning and end of an instructional unit, term, or school year and helps teachers and program leaders to answer the question, “What did children learn?” Summative assessments provide an overall picture of child development and learning and can be useful in predicting child outcomes/supports or evaluating the need for pedagogical or programmatic changes.
While formative and interim assessment data is used within a shorter time frame to adjust curriculum and instructional practices to be more responsive to children’s strengths, needs, and interests, summative assessments play a larger role at the administrative level. Summative assessments yield important data that may be used to make program or district-wide decisions on curriculum and instruction, staff needs (e.g., professional learning, internal supports), and environmental needs (e.g., classroom materials, classroom arrangement, schedules).
To Learn More
Below are a variety of links to resources to learn more about summative assessment:
- Summative Assessments This video, developed by the Wisconsin Department of Public Instruction, shares the purpose and importance of summative assessments and the data that it yields.
- Observation, Assessment, and Planning This article offers guidance on how summative and formative assessments are used in the early learning context. Note that Birth to 5 Matters via the Early Years Coalition is a registered charity in English, Wales and Scotland; however, the information presented in this article on assessment is universal.
Hallmarks of High-Quality Early Childhood Assessment
Formative, interim, and summative assessments of children ages birth through five must inherently embody characteristics of high-quality that are guided by sound professional standards. Below are a list of high-quality considerations or “hallmarks” of high-quality early childhood assessment:
Assessments of children ages birth through five should consider
- Aligning with the Rhode Island Early Learning and Development Standards (RIELDS) and focus on goals which are developmentally and educationally appropriate.
- Addressing all domains of learning to support the development of the whole child, not just assessment of learning in the cognitive, mathematics, and/or literacy domains.
- Involving the collection of data over time using a variety of methods.
- Relying on demonstrated performance during real, not contrived activities.
- For standardized assessments, utilizing instruments selected by qualified professionals for *reliability, **validity, and ***appropriateness with the population of children being assessed.
- Supporting children’s psychological safety and self-esteem and be sensitive to children’s motivation, interests, and attention spans.
- Providing a clear benefit for children either in the services they receive or in the quality of their educational program.
- Inclusivity in the variety of ways in which children may express their learning and development.
- Embedding an understanding that children’s development and learning are influenced by their family, community, and cultural backgrounds.
Note: The hallmarks of high-quality early childhood assessment do not necessarily apply to standardized assessment tools used for the purposes of screenings.
*Reliability – the degree to which an assessment is consistent across different instances of measurement (e.g., different teachers or raters, times of measurement, or sets of test items)
** Validity – the accuracy of the assessment in measuring what it is intended to measure
*** Appropriateness – Translations of English language instruments are carefully reviewed for linguistic and cultural appropriateness by native speakers well versed in the complex issues of assessment and translation.
Authentic Assessment Practices & the Assessment Cycle
Authentic Assessment
Authentic assessment practices are assets-based, individualized, and inclusive methods for collecting assessment data in early learning settings (Zero to Three, 2008). It is a practice that differentiates educator-administered assessments in the early childhood context from those in kindergarten and the elementary grades. Dr. Margarita Milenova from the Center for Early Education and Development at the University of Minnesota defines authentic assessment practices as processes that require “children (to) apply their knowledge and skills in a situation that is meaningful to them and is within the range of a typical classroom activity” (Milenova, 2020; Leong, Bodrova, & Oralie, 2004). The term authentic assessment describes how the data is collected rather than why. Formative, summative, and interim assessments may all be considered “authentic” if data collection methods embody the following characteristics:
- Data is collected within the child’s natural environment (e.g., during play, classroom routines).
- Data is collected through multiple methods including observation and documentation.
- Data collection occurs over time and in multiple contexts (e.g., different learning centers, different times of the day).
- Analysis of data considers the individual characteristics and context of children (e.g., life experiences, culture, personality, and dispositions).
- Analysis of data requires educator reflection to inform later practice.
The Assessment Cycle
Research finds that the use of authentic assessment practices in early learning classrooms:
- Helps teachers to better assess and serve young children.
- Influences teachers’ behaviors and the selection of teaching materials and groupings of activities.
- Provides a basis for the adjustment of teaching strategies.
- Strengthens children’s relationship with their teacher.
Earlier in this section, the Instructional Cycle is described as the process through which standards-aligned curriculum, instruction, and assessment are inextricably linked through a cyclical process. Within this, assessment may be broken down into a cycle of its own. An educator cannot simply do assessment without intention; rather, assessment follows an intentional and reflective set of steps termed the assessment cycle. Through the assessment cycle, teachers engage in several steps that include planning for assessment; implementing assessment; reviewing, analyzing, and interpreting the data; sharing data with internal and external partners; and finally, making curricular, instructional, and assessment decisions based on the data’s findings. Through this last step, the assessment cycle ultimately feeds into the larger instructional cycle by influencing the planning and implementation of curriculum, instruction, and assessment. Below is a description of each of these steps along with examples of what each step may look like in the early learning context.
Planning for and Implementing Assessment
Planning for assessment requires careful reflection on what the assessment will cover, how the assessment data will be collected, and when the assessment will occur. Planning is a critical step to ensure that assessments are conducted with intentionality and that the assessment process involves the collection detailed and varied information on each of the children in the classroom, covering all standards across all developmental domains in the RIELDS.
If using a RIDE endorsed curriculum, an assessment system is built in and vetted for alignment with the RIELDS. The curriculum oftentimes offers a schedule that guides the timing of assessment, such as the specific standards that each activity is aligned with across curricular units. In following this guide, the educator will be prepared to collect data on a child’s development across all domains. If using a locally developed curriculum, it is recommended that educators create a guide for assessment and identify the standards that curricular activities are aligned with. In doing this, they will be sure to collect assessment data that encompasses all the standards in the RIELDS.
While all educators should have a plan for assessment and utilize a guide to intentionally support this process, it is also important to remember that every component of the day offers rich opportunities for the collection of data whether it be during indoor and outdoor activities, transitions, or daily routines; therefore, assessment requires planning, but should not be a burden on the educator. By following children’s interests, educators can create activities with the goal of intentionally obtaining information about specific developmental standards, or other goals and objectives. The collection of assessment data can be short and frequent, conducted throughout the day, or even focused on one activity. The timing and scheduling of assessments are entirely dependent on what the educator wants to know and how they will measure it.
Prior to jumping into the process of collecting, recording, and analyzing data, educators will need to plan the logistics of the assessment process keeping in mind the following questions:
As part of the planning process, educators will need to consider the appropriateness of different methods of recording assessment data in different circumstances. If collecting data on children’s expressive language and relationships with peers, educators may choose to serve as an onlooker, watching and listening on children’s play and interactions while recording data through observation notes, video, or audio samples. If educators would like to collect data on children’s writing development, they may choose to collect a sample of the child’s writing or drawing. The appropriateness of different methods of recording assessment data and the educator’s role in collecting data (e.g., active interaction vs. passive observation) is entirely dependent on the source of data discussed above. Planning authentic assessment practices ahead of time – ideally as a part of the curriculum planning process – helps to determine which methods to collect assessment information in the most efficient way within the context of instruction.
According to (Milenova, 2020), When collecting data through observation, data collected should be:
What is the purpose of this assessment?
When planning for assessment, educators should first ask themselves what it is that they would like to know about the children’s development and learning in relation to the RIELDS. Using the RIELDS consistently as a resource will ensure that educators will formulate age-appropriate questions about individual children’s competencies across the full range of learning domains, components, and standards. It is important to note, however, that the educator may simultaneously collect and record data on a number of individual children during group activities.
Educators may plan assessment around a single competency. For example, if you want to learn more about a child’s expressive language development, a question that would frame the assessment might be: “How often does the child use complex parts of speech in English and/or their home language?” Recognizing the integrated nature of early childhood development, educators may also choose to plan to collect data relevant to multiple questions across multiple domains of development at once (“Work Smarter, not harder”). For example, a planned activity in the block center (e.g., “brick” cardboard boxes, hard hats, and measuring tape) may yield important information on children’s fine motor and mathematic development. Sometimes the purpose of assessment will be to find out about child(ren)’s interests, preferences, or temperament. In that case, your question may center on how the child(ren) uses classroom areas or materials, or how they respond to specific teaching approaches or groupings, for example, “How often does Jose choose to visit the classroom library?” Or “How participatory is Sherry at large group versus small group activities?” More specific purposes and questions yield more specific data.
Educators must identify ahead of time what they want to find out about an individual or group of children based on previously collected information and the RIELDS and plan curricular activities around these goals.
What is the best source of data?
Once you identify the purpose of the assessment, you will need to determine the ways in which you will collect data to answer your question. It is helpful to identify the best source of data by asking yourself the 4 W’s: Who, What, When, and Where, defined below:
Who: Refers to both who you will observe to answer your assessment question as well as who will be responsible for collecting the data. Educators may consider whether the assessment question needs to be answered for all the children in the classroom or just a few children. Educators will also need to consider whether they will collect the data, or whether another colleague such as an assistant, itinerant teacher, or other early childhood specialist will assist? Educators should also consider the ways that families can contribute to the collection of data.
What: Refers to what you will do to stage or facilitate an activity that will gather data to answer your assessment question. You may question the materials or learning activities that you can provide to help children engage in the behavior or practice the skill. You may consider the interests and strengths of the children that they can leverage to ensure they are able to demonstrate the aspects of learning and/or development that you are focusing on. You may also scaffold an activity for a child so they can best demonstrate their learning in an area of strength.
When: Refers to when you will conduct the assessment. Assessment collection periods can be short, frequent, and conducted throughout the day or they can be focused on a particular activity. Educators may identify the best sources of data to answer their assessment questions by considering whether transitions and routines will serve as a sources of assessment data; whether assessment data be collected in the morning or the afternoon; or during small group, free play, indoor, or outdoor play. Certain times of the day may present better and more strategic opportunities for collecting assessment data than others.
Where: Refers to the context of where the assessment will take place. Maintaining authentic assessment practices, assessment will be conducted in the child’s natural environment while engaged with play; however, you may consider whether you would like to utilize a single learning center or multiple learning centers as your source of assessment data, or whether data collection will occur indoors or outdoors. Identifying the best source of data through timing and scheduling (when) and logistics (who, what, and where) of assessment are entirely dependent on what you want to know and how you will find it out. Just like a detective, an educator looks for clues that indicate what children know or can do as a result of their instruction.
How will I record this data?
Once an educator plans out the purpose of assessment and the sources through which they may collect assessment data, they will need to the methods that they will use to record the data. Educators may collect data through a variety of methods, a few of which are listed below. Some tools, like family questionnaires, rubrics, or checklists, for example, may be developed by the program/district, the RI Department of Education, or the curriculum publisher, while other methods are conducted independently by the teacher and/or assistant teacher.
EXAMPLE TOOLS/METHODS OF RECORDING CHILD ASSESSMENT DATA
| Observation Notes (Anecdotal/Running Records) | Transcripts of children’s discussions/comments/explanations | Work Samples |
| Checklists | Photographs | Audio Samples |
| Rubrics | Videos | Family Questionnaire/Notes |
-
Specific
Describe the scene and the child(ren)’s behavior as you would to someone who has no prior knowledge about the child -
Concise
Report only the relevant information about the child and situation -
Objective
Try not to make any assumptions about what you are observing -
Strengths Focused
Report only on what the child can do, not what they cannot do
Additionally, it is important for educators to use many and varied methods to record data to support the breadth of ways that students may express learning, keeping in mind principles of universal design, and learning and assessment considerations for multilingual learners and children that are differently abled. For example, a multilingual child may interact with children socially in a different way rather than just through language; therefore, educators will need to adjust their methods of data collection to reflect these, and other children’s needs and abilities. When planning the different ways you may assess children, think about the different levels of knowledge, skill, and varied interests of the children in your class and the different ways that you may integrate assessment opportunities into play. Consider the different ways that children may describe, show, or demonstrate their learning in relation to the RIELDS and individualized learning goals. There is no limit to the amount of data that educators may collect for each child in the classroom; rather, the more data collected, the more complete story one will gather of a child’s growth and development. By collecting data for each child from a combination of the methods listed above (or others), data will be more diverse and representative of different skills, behaviors, and competencies, and educators will be better equipped to analyze data and draw conclusions. Furthermore, partnering with families for the collection of child assessment data is an important way for educators to gather more data about each child in their classroom and provides valuable insights into aspects of each child’s development that educators may not be able to observe directly within the classroom setting. Specific guidance related to engaging families in assessment data collection can be found in The Assessment Team – Families as Partners section below.
To Learn More
Below are a variety of links to resources to learn more about planning for authentic assessment practices in the early learning context.
- Planning for Assessment This toolkit includes a variety of resources to assist teachers for efficiently planning for conducting ongoing assessments within a preschool classroom.
- Observation, Screening, Assessment, and Documentation This video offers specific tools to assist practitioners in learning, practicing, examining, and mastering strategies to improve their assessment of young children.
- DAP: Observing, Documenting, and Assessing Children’s Development and Learning This excerpt from NAEYC’s DAP position statement highlights practices for observation, documentation, and assessment that are developmentally appropriate for children from birth through the primary grades.
- Documenting Observation This guide provides a detailed overview of different methods of documenting observational data, examples of these methods in practice.
- Infant and Toddler Development, Screening, and Assessment This module supports practitioners working in childcare settings with the screening and assessment of infants and toddlers.
- Quick and Easy Notes: Practical Strategies for Busy Teachers This article offers practical tips for practitioners to engage in systematic, observation-based assessment by keeping anecdotal records on each child.
- Observing Young Children This video discusses various types of observations in the early childhood classroom and how to plan observations to get the most useful results.
Reviewing, Analyzing, and Interpreting Assessment Data
Every piece of data is only a record of an event or behavior until it is analyzed and interpreted by teachers, families, or other early learning specialists. Analyzing assessment information to determine whether it is meaningful, accurate, and well-supported helps to identify what a child or group of children know and can do. Having that information supports curricular and instructional planning that can respond to, extend, or deepen the child’s learning.
How do I prepare data for analysis?
By using a variety of the methods of collecting assessment data listed above (e.g., observation notes, videos, work samples), educators will collect a lot of data/artifacts about each child in their classroom. Many educators will store data for each child in a secure portfolio system either in paper files, or through an online system (e.g., Teaching Strategies GOLD; COR Advantage). As this data is collected, educators will need to refer to the child’s portfolio and organize it on an ongoing basis to gain a sense of the developmental domains that they collected data on, the children that the data encompasses, and any gaps in data collection that may still exist. Based on this knowledge, educators can identify the developmental domains or the specific children that they will need to collect more data on. Teachers may ask themselves the following questions when deciding whether they have collected enough data for each child:
Teachers may ask themselves the following questions to decide whether they have collected enough data for each child:
-
Is there an adequate quantity of data collected for each child in the classroom?
For example, after organizing my data, do I find that my photographs (and other methods of data collection) encompass all the children in the classroom at once, or do children have substantial data/artifacts associated with them individually as well? -
Is there an adequate quantity of data collected for each of the assessment questions that I intend to answer?
For example, if I am interested in collecting assessment data on the language domain, do I have enough data/artifacts related to each child’s expressive and receptive language, and pragmatics? -
Is the data collected of quality?
For example, if I am organizing my observational notes, are the notes thorough and descriptive? Am I able to draw meaningful information from these notes that are related to the assessment question that I am collecting data on? -
Is the data accurate?
For example, if I feel that a child is below widely held expectations for a certain developmental milestone, do I feel that this is well supported and consistent with the data/artifacts that I have collected?
What does meaningful documentation look like?
The data/artifacts collected up until this point is considered “raw” because it is in its initial state before review. The review, analysis, and interpretation process take the process of organizing data to the next level because it is at this step that educators determine whether a piece of data carries meaning that can be used as evidence for a child’s development. Educators are always observing and working directly with their children and collecting data daily; however, a piece of data is not considered to be a piece of “documentation” until it is reviewed and used as evidence of a child’s development. An entire running record, for example, contains many different observations and conversations and it is possible that only a small portion of the record may yield data that can be used as evidence of a child’s development within a particular standard. In “The Power of Documentation in the Early Childhood Classroom” Dr. Hillary Seitz notes:
“An effective piece of documentation tells the story and the purpose of an event, experience, or development. It is a product that draws others into the experience – evidence or artifacts that describe a situation, tell a story, and help the viewer to understand the purpose of the action.”
Below are some examples of how data/artifacts may look in their initial, “raw” state prior to review, and what this same data/artifact may look like after the educator has had a chance to review it, refine the observation note, and use it as clear evidence of a child’s development with alignment to the RIELDS.
| Pre-Review Data | Post-Review Documentation |
|---|---|
| Anecdotal Record: Hannah walked towards the climbing frame. She placed her foot on the first step then stopped. Tom, Jake, and Beth lined up behind her. She stood back and waved them on. “You go,” she said. When they had passed, she stepped up again but backed away when more children arrived for their turn at the climbing frame. Hannah stood at the base of the frame for a moment looking toward the painting easels. She walked towards them. | Hannah is able to apply the social skills of turn taking and uses clear language to express her thinking (RIELDS SE 1.B; LD 2.A). Hannah appears to be less self-confident when interacting with peers in small groups and appears to choose more solitary experiences (SE 2.B). Hannah demonstrates the skill of decision making about her choice of experiences (CD 4.A). |
Photograph | D looked at a familiar book. He looked from left to right, front to back, treating each page individually. He used some language from the familiar book and some vocabulary words like caterpillar and cocoon which we have been learning (RIELDS L. 2.B). |
Work Sample | Today we made blueprints and then we followed our blueprint to make our design on the rug. Z was able to attend and engage throughout this activity (RIELDS CD 3.A). She did not need help and she was able to persist. She showed flexibility in thinking, and she was able to use her plan to create her structure. She did this whole activity independently. Z made a house (RIELDS CD 3.A, 4.A; SE 2.B; CA 1.A) |
How do I review, analyze, and interpret data?
Once enough data has been collected for each child for the assessment question at hand, educators may begin to review, analyze, and interpret data to make informed conclusions about the development and learning of the children being served.
Educators may ask themselves the following questions while reviewing, analyzing, and interpreting data:
-
“What patterns do you see among individual children, within small groups of children, and across the entire class?”
For example, do you notice that most children in your classroom are above, meeting, or below developmental expectations for a particular standard, or entire developmental domain? -
“Are there particular standards within a developmental domain that need extra support?”
For example, does the data suggest that one child, groups of children, or the entire class may need extra support with Literacy Comprehension and Interest? -
"What change, if any, have you noticed over time?”
For example, do you notice any patterns of growth in development occurring over a period, like from the beginning to midpoint of the school year? What factors may have impacted this change? -
“Are there any outliers in your data?”
For example, did you collect a piece of data highlighting an outlier in a child’s development? Is this an area where a child may need more support or was this outlier due to other environmental/contextual factors? Is this outlier supported by other data or is it in isolation? -
“Do any gaps still exist in data collection that prevent you from making informed conclusions?”
For example, do you find that you have more data on Math and Literacy development as opposed to science development? Is this due to a lack of engagement in science experiences? What can you do differently to collect more data from this domain? -
“Do you understand the data and its implications?”
For example, do you understand the story that the data is showing? Do you understand the area(s) in which children need support? Are there any data outliers that may impact your conclusions? How will you use this data to inform you curriculum, instruction, and classroom environment? How can you use this data to inform decisions at the program/district level?
To Learn More
Below are a variety of links to resources to learn more about reviewing, analyzing, and interpreting assessment data in the early learning context.
- Documenting Children’s Learning This video discusses the importance of documentation and how teachers may use this information to help achieve different goals in the classroom.
- Principles and Recommendations for Early Childhood Assessments This report shares clear guidelines regarding the nature, functions, and uses of early childhood assessments, including assessment formats that are appropriate for use in culturally and linguistically diverse communities, based on model elements of school readiness.
- Using Data to Inform Teaching This toolkit contains training videos and handouts intended to support practitioners with the use of assessment data to inform and adjust teaching practices.
- Early Childhood Data Use Assessment Tool This tool is designed to identify and improve data use skills among early childhood educators so they can better use data to inform, plan, monitor, and make decisions for instruction and program improvement.
- Principles and Recommendations for Early Childhood Assessments This report identifies four categories of assessment purpose with accompanying recommendations for educators and policymakers.
Sharing
Once child assessment data has been reviewed, analyzed, and interpreted, it is important that it be shared internally within the program as well as externally with families. When sharing data internally, it is communicated with other educators and leaders within the program. Each type of early childhood assessment yields different data and implications. Assessment data will always provide educators with a deeper understanding of strengths of children in the classroom and the areas of development that may need more support.
With a thoughtful approach to collecting data in an authentic way, following by organizing, reviewing, analyzing, and interpreting data, educators will better understand the ways that they can:
The conclusions drawn from assessment data are not only impactful to educators but are informative at the program and district level as well. Administrators of a program or district may use assessment data to impact decisions at a higher-level to:
Results from summative assessments, for example, can support program leaders with understanding the areas in which the program may need to strengthen curricular and instructional supports (e.g., smaller growth in language and literacy may suggest more need for educator professional learning, or more materials in this area). Formative and interim data may be communicated to other educators to provider a bigger picture of a child’s strengths and needs, and to support their smooth transition across classrooms within a program (e.g., toddler to preschool) or to a new program (e.g., pre-k to kindergarten). These are some examples among many other types of implications that child assessment data can offer, as discussed previously in this framework.
Likewise, meaningful engagement with families for the purposes of communicating assessment data is critical for identifying children’s strengths, needs, and for making informed decisions for priorities and next steps for support growth and learning (ECTA, 2017). Educators may use a myriad of strategies to build a system of two-way communication when sharing assessment data with families, such as through informal day-to-day conversations at pick-up or drop-off, or through more formal conferences. Specific strategies for sharing assessment information with families can be found within the Assessment Team – Families as Partners section below.
Assessment Considerations for Special Populations
Assessing Multilingual Learners
ECE settings are becoming increasingly culturally and linguistically diverse and assessing young multilingual learners (MLLs) requires some key considerations, especially when the educator/assessor and the child do not share the same culture and language. Assessments of young MLLs are expected to meet all the hallmarks of high-quality assessment listed above. Assessments must be purposeful, aimed at supporting the child’s development and learning across the domains of the RIELDS, and developmentally appropriate. Teachers who utilize authentic assessment practices of MLLs in the classroom must be culturally competent, knowledgeable about the language learning process, and aware of key considerations for collecting and interpreting assessment data when it comes to MLLs.
Cultural Competence
When authentically assessing multilingual children, it is important that the teacher be culturally competent – meaning that they understand how culture influences a child’s development and learning. This includes understanding that:
Language is just one aspect of a person’s cultural identity, and many families are multilingual and/or multicultural. Children and families who speak the same language may exhibit a wide range of values, traditions, and expectations for children’s behavior and learning. It is critically important that educators who assess MLLs avoid making assumptions about children based on the language(s) they speak.
The culture a person is exposed to during their formative years influences their worldview, including how they approach different tasks and activities, how they respond to new and novel situations, what they view as appropriate vs. inappropriate behavior, and how they interact with others. This is true for both children and their educators. All educators must be on the alert for any implicit biases that may affect their ability to collect a full range of assessment data and interpret it.
Ideally, children would be assessed by educators who share their language and culture, but this can be extremely challenging in increasingly diverse early learning settings. Educators should have access to bilingual, bicultural colleagues who can assist with interpreting assessment data.
Knowledge of Sequential English Language Learning
Multilingualism and the process of becoming multilingual are associated with benefits to a child’s academic learning. Multilingualism supports children’s abilities to view things from different perspectives, reason and think logically, problem solve, and learn additional languages (Espinosa, 2013).
Despite this, the process of sequential English language learning can be challenging for MLLs in settings where only one language (English) is spoken. It is important for educators who conduct assessments with MLLs to be aware of, and challenge, common myths about MLLs’ language learning with research-based information such as:
| Myths | Reality |
|---|---|
| Learning of multiple languages during the early childhood years will overwhelm, confuse, and/or delay acquisition of English | The learning of multiple languages does not overwhelm, confuse, or delay children’s learning of English. It is a fact that most young children throughout the world successfully learn multiple languages in their earliest years, as this time is ideal for developing a mastery of sounds, structure, and functions of language. |
| The language development of multilingual learners looks the same as monolingual language development. | MLL children may require more time to respond to word retrieval tasks and may know fewer words in a second language than their monolingual peers. However, phonological awareness and decoding skills may be comparable. MLLs may also exhibit enhanced executive function skills. Socio-cultural factors also influence children’s language development and should be taken into consideration when interpreting assessment data. |
| Total English immersion from prekindergarten through third grade is the best way for a young MLL to acquire English. | Young MLLs need ongoing support to develop their primary home language as they are also learning English. Replacing the home language with English can create communication problems within families and decrease children’s long-term academic achievement in English. |
| Because schools don’t have the capacity to provide instruction in all the languages represented by MLL children, programs should provide instruction in one common language – English. | Monolingual English-speaking teachers can support MLLs development of the home language, by for example, learning and using anchor vocabulary in children’s home languages, leveraging the knowledge and skills of bilingual colleagues and family members, and partnering with MLLs families to bring children’s languages and cultures into the classroom. |
Adapted from Espinosa & López, M. L. (2007).
In addition to distinguishing reality from myth when it comes to MLLs’ language learning, it is important for educators to be knowledgeable about the process of multilingual language development when engaging in assessment The pathway to multilingualism may vary by child; this process is partly dependent on whether they are learning multiple languages simultaneously or sequentially. Simultaneous language learning is when young MLLs learn two languages at the same time. During sequential language learning, young MLLs may be exposed to a second language later than the first language (e.g., introduced to the second language at age 3 or later). There is no evidence to suggest that either way of learning multiple languages is preferable. Young MLLs who are learning multiple languages sequentially may go through the following developmental stages (Tabors, 1997):
- Home language use: Children try to communicate with educators and peers using their primary home language, not realizing that they are not being understood.
- Nonverbal period: Once children realize that their home language is not working, they may go through a nonverbal phase, especially when first exposed to a new language. Although the child is not speaking, they continue to communicate using body language, gestures, facial expressions, and sounds. They are actively observing and learning the sounds and rhythms of the new language. The nonverbal period may last from several weeks to several months.
- Telegraphic and formulaic language: Children communicate using key words such as names for people and objects and/or standard phrases they have memorized (e.g., OK, Bye Bye, “What’s going on?”)
- Productive language: Children begin to combine words and terms to produce short sentences that describe or explain what they are doing or what they want. It may seem like the child’s language use is decreasing because these sentences include many grammatical errors, but the child is actually beginning to create their own sentences based on their growing understanding of how the language works.
Collecting and Interpreting Assessment Data with MLLs
Assessing MLLs requires the same attention to planning, collecting, reviewing, analyzing, and interpreting data described above with particular attention to language, among some additional considerations.
When collecting and interpreting assessment data with MLLs, teachers must consider:
-
Using multiple data sources and methods to ensure that you provide opportunities for MLL children to show what they know and can do in ways that are not language dependent.
For example, pay close attention to their actions, gestures, facial expressions, and body language as they interact with classroom materials and their peers. Notice, for example, how a child engages with manipulatives can provide a window into their knowledge of mathematics concepts and skills. -
Knowing the individual MLLs in your class well, develop strong positive relationships with them, and scaffold their interactions with peers so they are full participants in all aspects of the classroom.
This will ensure that they feel confident and comfortable to exhibit their knowledge and skills during classroom learning experiences and while you are utilizing authentic assessment practices. -
Recruiting colleagues who share the children’s languages and cultures to assist you with collecting and interpreting assessment data.
They can help you, for example, identify and correctly interpret social behaviors that reflect cultural expectations around interacting with adults. -
Assessing the language development of MLLs frequently in both English and their primary languages.
- Assessing MLLs’ learning and development across all the domains of the RIELDS, not only their language development and learning.
Partnering with families is key to ensuring that you have a thorough knowledge of the child’s day-to-day life at home, the languages they are exposed to and with whom, and their primary caregivers’ expectations for their learning and behavior. Ways of partnering with MLLs’ families around assessment will be further described in the section below.
To Learn More
Below are a variety of links to resources to learn more about reviewing, analyzing, and interpreting assessment data in the early learning context.
- Where We Stand on Assessing Young English Language Learners This position statement offers recommendations from NAEYC that are intended to help policy makers, program administrators, teachers, and others improve screening and assessment practices for young English Language Learners.
- PreK-3rd: Challenging Common Myths About Dual Language Learners This brief presents new and updated research on the development and learning of young children who are learning English as their second language and presents current research evidence that can strengthen policy.
- Five Tips for Engaging Multilingual Children in Conversation This article offers several ideas for engaging with multilingual children, based on observations and interviews with experienced educators.
- One Child, Two Languages: A Guide for Early Childhood Educators of Children Learning English as a Second Language This book provides a wealth of information about the process of learning multiple languages as well as research-based strategies for supporting young multilingual learners derived from evidence collected during a longitudinal study she conducted while at the Harvard Graduate School of Education.
Assessing Children that are Differently Abled
Assessing children that are differently-abled requires the same attention to planning, collecting, reviewing, analyzing, and interpreting data described above with particular attention to creating an environment that provides multiple and varied formats for curriculum, instruction, and assessment. As with the assessment of multilingual learners, assessments of children that are differently abled are expected to meet all of the hallmarks of high-quality assessment. Assessments must be purposeful, aimed at supporting the child’s development and learning across the domains of the RIELDS, and developmentally appropriate.
Children that are differently abled are best supported when general and special educators use a Universal Design for Learning framework to collaboratively plan for activities and opportunities for assessment that are aligned to their assessment questions and to children’s development and learning goals. Flexibility in assessment options support children in demonstrating their knowledge in a variety of ways. Below are some considerations that teachers much keep in mind while assessing children that are differently abled.
When collecting and interpreting assessment data with children that are differently abled, teachers must consider:
Adapted from Gargiulo & Kilgo, 2018 and Rous & Hyson, 2007.
Evaluating Outcomes for Differently Abled children
For children that are differently abled, measuring and reporting outcomes is vital to promoting high-quality Early Intervention (EI) and Early Childhood Special Education Services (ECSE). The process of gathering information and using data to analyze programs effectively is key to understanding whether children that are differently abled have benefitted from the services provided to them. Providers, teachers, and program administrators are encouraged to use child outcomes data to improve the quality of services at the program level. Additionally, educators may use this data to help parents understand how their child is developing and participating in activities at home, school, and/or in the community. The Office of Special Education (OSEP), within the U.S Department of Education requires that outcomes are reported annually for all children receiving EI and ECSE services.
There are three child outcomes measurements intended to measure children’s “functional outcomes” or the child’s ability to take meaningful actions within the context of their everyday living along a 7-point scale. The three outcomes measured are as follows:
- Gaining positive social emotional skills, including social relationships.
- Learning and using new knowledge and skills.
- Using appropriate behaviors to meet their needs.
Under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), states are required to report Child Outcomes Measurements across 17 Indicators on a State Performance Plan/Annual Performance Report. Indicator 7 measures outcomes for preschoolers with disabilities within the three outcomes measures listed above between their entry and exit from early childhood special education. For more information on Child Outcomes, please visit the Measuring Child Outcomes webpage on the RIDE website.
To Learn More
Below are a variety of links to resources to learn more about assessment considerations for children with disabilities.
- An Introduction to Young Children with Special Needs: Birth through Eight This book is a comprehensive introduction to educational policies, programs, practices, and services for future practitioners serving young children with delays or disabilities in early intervention or early childhood special education. Chapter 5 highlights important considerations for assessment and planning for young children with delays or disabilities. This book edition includes the latest developments in and influences on the field of early intervention and early childhood special education, including the Division for Early Childhood’s Recommended Practices.
- DEC Recommended Practices & Interactive Glossary This Interactive resource defines key terms, as they appear in the DEC Recommended Practices. Page 8 of this resource defines assessment and lists additional recommended practices for assessing children who have or are at-risk for developmental delays or disabilities. The DEC Recommended practices are used as guidance for practitioners and families about the most effective ways to improve learning outcomes and promote the development of young children, ages B-5, who have or are at risk for developmental delays or disabilities.
- DAP: Observing, Documenting, and Assessing Children’s Development and Learning This excerpt from NAEYC’s DAP position statement highlights practices for observation, documentation, and assessment that are developmentally appropriate for all children from birth through the primary grades.
- Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation These recommendations are intended to create conditions that will allow children to experience joyful, nurturing environments that product positive outcomes in all aspects of their development and learning. Recommendations for implementing assessments for young children with disabilities can be found on pages 10-18.
- Measuring Child Outcomes This webpage on the RIDE website provides educators and program administrators with information on measuring and reporting outcomes for children with disabilities to promote high-quality Early Intervention (EI) and Early Childhood Special Education (ECSE) services.
The Assessment Team – Families as Partners
Engaging families in data collection
Families are a child’s first and most important teacher thus making them a critical part of the assessment team. Just as early learning educators use authentic assessment practices to gather meaningful data about the children in their classroom, families are also involved in the data collection process because they are able to provide valuable insights into the child’s development that educators may not be able to observe directly. As families engage in conversations, play, daily routines, and other experiences with their children outside of the classroom, they gather important data on their child’s development and learning. This information layered with the data that educators collect in the classroom provide a greater understanding of the child’s developmental and learning strengths, areas of growth, and needs. Furthermore, the inclusion of family in the data collection process characterizes them as a collaborating partner in the education space, thus enhancing a child’s support system at school and at home.
Educators can guide families on what to look for in their child’s development and learning in relation to the RIELDS and ask families for specific types of information (e.g., “Does your child make letter sounds when you read books at night?”) to ensure that the overall interpretation of assessment data is accurate.
Families may collect and share their assessment data on their child with educators by:
- Completing a program-developed developmental history survey that includes important contextual information about the child and the members of their family.
- Sharing observations of their child through brief informal conversations at drop-off or pick-up times.
- Scheduling multiple opportunities for an educator and family to gather for a longer period that is more structured for formal discussions and check-ins (e.g., family conference, home-visit).
- Taking a picture of their child demonstrating a new skill and share it on a parent-teacher communication app.
- Recording a video or audio sample of a conversation between the family member and child that had multiple turns.
- Bringing in samples of children’s work (e.g., drawing, writing) created at home.
Families are valuable members of the team whose involvement in the assessment and planning process is essential and indispensable. They should feel comfortable during the process so they can share crucial information about their children and easily express concerns and needs. It is important to remember that all information provided by families to educators is important regardless of whether it is related to academics and development, or the child’s background and context. Families may provide information on their child’s temperament and health, or even their culturally rooted beliefs on child-rearing, authority, education, and other family influences, which can provide educators with a more comprehensive view of a child’s development and learning. Building positive, trusting relationships with families is imperative for this collaboration to be successful.
Establishing and maintaining strong bidirectional relationships with families of MLL children is critical but it can be challenging, particularly when the teacher does not share the family’s language or culture. Family members may not feel comfortable in the school environment or interacting with teachers for a range of reasons. These may include negative past experiences with schools and/or differing views on appropriate roles for teachers and parents. In fact, many parents may not view themselves as their child’s “first teacher” and might even consider that as an impertinent stance. Following are some strategies for partnering with families in ways that will contribute to authentic assessment and inform planning.
Educators may create and maintain a strong bidirectional relationship with families of MLL children to help inform authentic assessment and planning by:
- Learning about your families’ routines, typical experiences, and languages early in the school year through one-on-one meetings at the school or ideally in their homes. For example, find out what language(s) the child is typically exposed to, when and how the family typically spends time together. and the primary caregivers’ expectations and goals for their child’s behavior and learning.
- Encouraging families to use their primary language at home and provide family-friendly resources that describe the benefits of bilingualism, how home language learning contributes to children’s learning of English and serves to maintain close family bonds.
- Leveraging co-teachers' or assistants’ knowledge of families’ cultures and skills but don’t assign them responsibility for all teacher/parent interactions as that will not serve to create a true home/school partnership.
- Maintaining eye contact with the family member, not the interpreter when communicating with family members that are using an interpreter.
- Continuously learning about the child’s home language experiences and if and how they are progressing in their primary language.
- Never recruiting family members to translate assessments or to interpret the data.
To Learn More
Below are a variety of links to resources to learn more about engaging families with the data collection process in assessment:
- Engaging Families as Assessment Partners This practitioner guide includes methods and strategies for gathering information from families and promoting their participation during assessment.
- Engaging Families as Partners in Their Child’s Assessment Checklist This checklist includes practices that programs may use for engaging families throughout the assessment process.
- Gathering and Giving Information with Families This article describes a framework and five strategies that support a reciprocal process for providing and receiving information from families for assessment and intervention purposes. While this article is focused on Early Intervention, these strategies may be used to increase meaningful family engagement across all early learning settings.
- Partnering with Families This in-service suite describes the ways to work in partnership with families in order to facilitate ongoing child assessment.
Sharing assessment information with families
Families engaged in their child’s development and learning continuously want to know how their child is doing and how they can help to support them at home. It is the responsibility of educators to share assessment information about each child with their respective families as the last step in the assessment cycle. In communicating children’s milestones, growth, and other data interpretations, the child’s learning and development become shared responsibilities of the educators and families alike. With a relationship built on two-way communication and trust, educators and families are given more opportunity to work together to support children as they grow and develop at home and at school to support children’s transition to the next step in their educational journey.
Sharing information with families involves ongoing reciprocal conversations. These conversations can be in response to a question or concern by the educator or family, scheduled meetings that occur at specific times during the school year, or spontaneous conversations happening at drop off or pick up celebrating small and large achievements. Think of meaningful partnership with families for the purposes of assessment as a spider web: the most strands, the stronger it is, much like how the more opportunities there are for teachers and families to share information, the stronger the partnership will be.
There are three elements to consider to effectively engage in sharing information about children’s learning and development with families:
Accessibility
Families should have access to their child’s individual learning and development information. While staff-conducted assessments provide families with a comprehensive picture of their child’s progress, families also have expert knowledge of their child, and it is important to continuously maintain a strong relationship to gather the most accurate information about a child. Educators can support the accessibility and reciprocal nature of data sharing by:
- Using multiple approaches to communicate with families (e.g., home visits, parent-teacher meetings, telephone calls, secure online platforms).
- Sharing all information in a family-friendly format, avoiding jargon, acronyms, or terminology that families may not understand; consider the needs of families whose first language may not be English. Photographs, short videos, and samples of their children’s work contribute greatly to these conversations, even if an interpreter is present.
- Scheduling periodic (2-3) formal conferences to meet to discuss child’s learning and development at different checkpoints during the school year.
- Keeping families informed by regularly sharing key findings from day-to-day happenings, work samples, photographs, during pick-up/drop-off, or through a digital family communication application.
- Storing assessment data in secure portfolios to share with families during conferences, or other meetings.
- Inviting family members to share their observations about how their child learns and their thoughts and insights about child behavior.
Understandability & Importance
Child assessment information must be made clear and meaningful to families. Teachers need to help families understand what the assessment reports mean about their child’s learning development, and how this information is important in informing future curricular, instructional, and home supports. Likewise, families need to help educators better understand assessment data through observations of their child at home and in other settings. Some ways to ensure that the child assessment data is clear and meaningful to families include:
- Discussing the classroom’s end-of-year goals and learning objectives with families as a group at the beginning of the school year. Remember to reference families’ goals for their children’s learning and show how their experiences in the classroom are contributing to meeting those.
- Clarifying what assessment is and intended to do, what it looks like in the context of an early learning classroom, and how it is related to the RIELDS.
- Posting goals and objectives along with lesson plans for the week in a location that is accessible for families to learn more about what their child will be learning.
- Communicating how assessment data reveals information on a child’s, strengths, areas of growth, and anticipated next stage of learning (e.g., baby is almost ready to walk, preschooler is about to write her name).
- Listening to families’ hopes, concerns, and questions about their child’s development, and providing clear guidance on next steps rooted in assessment data.
- Reviewing assessment data with families.
- Offering strategies and supports for enhancing their child’s learning and development outside of the classroom, based on the assessment data.
Actionability
Children benefit when educators and families share information in a reciprocal nature and co-design activities that can be done at home to support learning. Some ways to support child’s development and learning at home include:
-
Translating assessment data from different areas of learning into everyday activities (e.g., Encouraging use of conversations to strengthen language development; sorting through socks to practice matching and classification in mathematics).
- Utilize the Fun Family Activity Cards as guidance. - Sharing information with families about resources within the community that can support their child’s learning and interests (e.g., library, community center).
- Supporting transitions within early childhood programs and from preschool to school by helping families feel comfortable in communicating and describing their child’s accomplishments, strengths, and challenges.
- Family Engagement and Ongoing Child Assessment This guide describes how to share information effectively with parents through genuine partnerships.
- Taking With Families About Their Child’s Development This guide provides helpful tips for having meaningful, strengths-based, and mindful conversations with families about their child’s development.
- Sharing Assessment Data with Preschool Families in Preparation for Kindergarten This article shares a process of data sharing with families from an in-service teacher.
- References
Caudle, L. (2016). Effective authentic assessment strategies in early childhood and elementary classrooms [Powerpoint]. https://www.wcu.edu/WebFiles/PDFs/TRACS_BT_Symposium_8_4_16AuthenticAssessment.pdf
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Gargiulo, R. M., & Kilgo, J. L. (2018). An introduction to young children with special needs: Birth through age eight. SAGE Publications.
Grisham-Brown, J., Hallam, R., & Brookshire, R. (2006). Using authentic assessment to evidence children’s progress toward early learning standards. Early Childhood Education Journal, 34(1), 45-51.
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Milenova, M. (2020, November 23). Fundamentals of authentic assessment. University of Minnesota: Center for Early Education and Development. https://ceed.umn.edu/fundamentals-of-authentic-assessment/
National Association for the Education of Young Children (2020). DAP: Observing, Documenting, and Assessing Children’s Development and Learning. NAEYC. https://www.naeyc.org/resources/position-statements/dap/assessing-development
National Association for the Education of Young Children. (2005). Screening and assessment of young English‐language learners: Supplement to the NAEYC position statement on early childhood curriculum, assessment, and program evaluation. NAEYC. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/ELL_Supplement_Shorter_Version.pdf
Petitpas, D. & Buchanan, T.K. (2022). Using observation to guide your teaching. Teaching Young Children. 16(1).
Riley-Ayers, S. (2014). Formative assessment: Guidance for early childhood policymakers. New Brunswick, NJ: Center on Enhancing Early Learning Outcomes.
Riley-Ayers, S. (2018). Excerpt from Spotlight on Young Children: Observation and Assessment: Introduction. NAEYC. https://www.naeyc.org/resources/pubs/books/excerpt-from-spotlight-observation-assessment#:~:text=Formative%20assessment%20provides%20a%20process,size%2Dfits%2Dall%20model
Rous, B., & Hyson, M. (2007). Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation. Division for Early Childhood, Council for Exceptional Children.
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