This Discussion Is Your Opportunity To Take A Position About Developme
This discussion is your opportunity to take a position about developmentally appropriate assessments. Remember what Jaruszewicz (2013) says about informal assessments: “Informal assessments match curriculum goals, actively involve children and families, focus on change and growth over time, and occur in real time in the classroom or care setting.” To prepare for this discussion, review the Week Three Instructor Guidance and review the several commonly used informal assessments noted in Table 12.3 of the text.
Initial Post: Select one informal assessment from Table 12.3 of the text and defend why you feel it is an effective form of assessment to use in your future role. Then, as an educator, imagine you have just administered the assessment and describe how you will specifically use this measurement to make instructional decisions about curriculum. Support your choice using at least two scholarly sources in addition to the text.
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In selecting an informal assessment for use in early childhood education, the rating scale emerges as a particularly effective tool for evaluating children’s development and guiding instructional decisions. Rated indicators and predefined achievement levels—such as emergent, developing, and mastered—allow educators to systematically observe and record children's progress over time. This method aligns with developmentally appropriate practices as it provides insight into individual growth, informs next steps in instruction, and facilitates meaningful communication with families regarding their child's development.
The rating scale’s utility in early childhood settings stems from its structured yet flexible format. It offers a clear framework to observe specific behaviors or skills, which can be documented consistently across different sessions or observers. For example, when assessing a child's language development, a teacher can rate a child's ability to express ideas, use vocabulary, or follow directions on a predetermined scale. This ongoing assessment helps identify areas of strength and areas needing targeted intervention, thus ensuring instruction is tailored to each child's needs and developmental level.
Support for the effectiveness of rating scales in early childhood assessments is found in scholarly literature. According to Cowan, Justice, and Bowles (2009), rating scales are valuable for quality assessment because they provide quantifiable data that reflect children's developmental progress. Furthermore, research by McKenney and Reeves (2019) emphasizes that structured rating tools enable
teachers to make informed decisions regarding curriculum adjustments, especially in monitoring progress in early literacy and numeracy skills. These tools promote an integrated approach to assessment and instruction, fostering a responsive learning environment.
In applying the rating scale assessment, I would utilize the data to inform instructional planning and differentiation. For instance, after administering a language development rating scale during small group stations, I would analyze the scores to determine which children are emerging, developing, or mastered in specific language domains. If a substantial number of children are rated as emerging in vocabulary acquisition, I would incorporate more explicit vocabulary instruction through interactive read-alouds, visual aids, and targeted activities. Conversely, if many children are rated as mastered in certain areas, I would modify subsequent lessons to include extension activities that challenge and deepen their understanding, such as storytelling or peer discussions.
This assessment approach also facilitates meaningful communication with families. Sharing written progress reports based on rating scale results helps parents understand their child's developmental status and promotes collaborative goal-setting. Additionally, ongoing use of rating scales supports a formative assessment cycle, where continuous monitoring enables timely instructional adjustments that promote optimal developmental outcomes for children.
In conclusion, rating scales represent an effective informal assessment strategy that aligns with developmentally appropriate practices. They offer a systematic and reliable means of tracking growth and guiding instruction, ensuring that curriculum remains responsive to each child's unique developmental trajectory. As an educator, leveraging this assessment enables targeted instruction, meaningful family engagement, and a rich understanding of children's progress in early childhood settings.
References
Cowan, R., Justice, L. M., & Bowles, R. (2009). The role of assessment in early childhood education.
Early Childhood Education Journal, 37 (2), 107-115.
McKenney, S., & Reeves, T. C. (2019).
Practice-Based Professional Learning: Patterns of Formative Assessment in Early Childhood Education.
Jaruszewicz, C. (2013). Informal assessment strategies in early childhood education. In Infant & Preschool Assessment
(Section 12.2, para. 11).