Lecture 5 ECE2003 Introduction to Assessment for Children’s Learning

Amusing verbalizations or occurrences of children.

By recording new words learned or instances of initiating conversation with another child.

Interpretation of portfolio results.

From the children's perspective.

To protect the privacy of children and families.

Singing, dancing, moving to music, playing instruments, producing simple plays, or performing actions to a story.

To help children understand their own thoughts, feelings, and learning processes.

Developmental checklists.

They promote self-awareness, critical thinking, and personal growth.

Boxes, blocks, Legos, and other materials.

As one piece or several sections focusing on the steps of project activities.

Daily diaries and records.

Using video to analyze and discuss children's activities.

The Learning Portfolio.

It helps educators understand children's needs and plan future activities.

The Pass-along Portfolio.

It becomes more understandable as they gain skills in using art materials.

Various purposes, such as making models of houses.

A visual plan that maps how the project will progress.

To track and reflect on their development and progress.

Photos and videos.

It allows educators to capture real-time interactions and learning moments.

A detailed account or story that describes a child's experiences and development.

Arabic.

A balanced development of cognitive and social skills.

Requests for donated materials related to class projects.

They provide important data for diagnosing young children with learning differences or special needs.

By attending parent conferences.

A collection of both teacher-selected and child-selected products documenting readiness levels and achievements.

Arabic.

Orally during meetings or in written form.

They might become part of the daily journal or record of child behaviors.

The child's progress in various categories of development.

The work that is typical of that child, not just the child’s best work.

Teachers.

Observations, assessments, portfolios, and family feedback.

To showcase the products constructed during a project and document the progress.

They feel good and successful.

What children are doing every day, their interactions, and their real conversations.

In a secure drawer or cabinet.

Descriptions of class activities and alerts about upcoming topics.

The largest portfolio used frequently by children and educators.

By providing items or ideas for the story while the teacher writes it.

The outcomes and learning experiences derived from a child's engagement in various activities.

They provide support and reinforcement of skills learned.

Teachers, with the help of children.

In individual cubbies or in an alphabetical row on a low shelf.

They enhance understanding of the educational process.

Many children are more motivated to excel when they see their progress and success.

They can highlight interesting events that indicate developmental or social progress.

To celebrate learning accomplishments.

They review them to celebrate their learning and share with others.

The act of putting materials together.

To document a child's level of learning standards, growth, and achievements.

To inform them about class activities and a child's challenges.

They enhance creativity, social skills, and emotional regulation.

A discussion that children have about an event or topic.

To provide a record of children’s learning and development.

They help children organize information, such as ingredients for a cooking activity.

Periodic reports.

Schedule, eating patterns, child interactions, and important play incidents.

They engage students actively.

Teachers, children, and parents.

By participating in meetings, providing feedback, and engaging in discussions about their child's learning.

The teacher provides constant guidance and suggestions.

It improves the relationship between teacher and child.

Awareness of how children feel about themselves and others, such as joys, sadness, empathy, persistence, and curiosity.

Using graphs.

To record and reflect on children's development and learning processes.

A concrete understanding of their child's learning growth.

Important events such as first steps or learning to climb.

A daily record kept by the teacher of the day's events and relevant occurrences.

They substantiate children's increased integration of concepts and skills over time.

Record children's exploration and share it with parents, other teachers, and children.

Construction.

Expressions of a child's thoughts and feelings about their own learning and experiences.

Creative Work.

To create a fuller picture of the richness and complexity of their learning and development.

They foster student-teacher communication and depth exploration.

They might be important to document for understanding child development.

When teachers and parents are able to meet and talk.

Surveys and questionnaires.

They serve as significant elements in documentation for portfolio purposes.

They are time-consuming.

To make learning visible.

They help document school activities.

Notes taken by the teacher during important meetings, parent interviews, and collaborative conversations.

Stories about children.

By sharing observations, experiences, and concerns regarding their child's behavior and progress.

The pace and level of each child's learning.

It helps create a comprehensive understanding of the child's needs and strengths.

Notes, drafts, and preliminary drawings for projects in progress.

Yes, languages such as Arabic and Russian are spoken by minority communities.

Language activities.

It includes the teacher's description of what children are doing over time and reflections by the teacher.

It results in individual expressions and ideas.

Written responses submitted via phone or email.

They can review past work and find leads to new projects.

They offer an alternative to traditional tests for students.

To frequently assess the progress a child has made in areas of development.

To develop children's feelings of self-worth.

Own accountability for the evaluation process.

They bring children's engagement to life and can interest parents.

Various written records about children, including medical histories and parents’ phone numbers.

The Private Portfolio.

To document learning and determine effective instructional accommodations.

Systematic recording of a child's development and achievements over time.

It confirms their learning and encourages timely appropriate instruction.

English is widely taught and used as a second language.

To demonstrate major advances or persistent problems through key work samples.

They outline major activities and contributions regarding what will be learned.

Captions and signs for visual representation, and eventually extended comments and ideas.

Teachers select required portfolio pieces to document readiness levels and achievements.

Educators guide children in expressing their thoughts and feelings and encourage reflective practices.

They provide goals for student learning.

A type of documentation that can be included in individual portfolios.

Infant and toddler engagement in classroom participation.

By allowing them to review products over time and see their skill development.

It helps in organizing and visualizing the steps of the project.

They can offer additional perspectives and ratings on a child's development.

Hebrew.

To compose a story about a classroom activity with contributions from the children.

The children's actions themselves.

Oral and written language.

It tracks child development over time and includes teacher interpretation of the child's learning.

Educators can gain a more holistic view of the child's development and tailor their approaches accordingly.

Notes jotted down by the teacher about activities observed in the classroom.

Selected photographs, recordings, and copies of teacher’s narrative reports.

A variety of types of documentation.

It ensures that portfolios develop purposefully and continually by establishing when, how, and why products get into a portfolio.

Patterns and trends over a period in a child’s learning, avoiding isolated examples.

Story -> Exploration -> Sharing session.

By providing ratings and feedback on their child's progress.

They promote skill development, responsibility, and teamwork.

Families provide valuable insights and information about their child's development and learning.

Children, parents, educators, and administrators.

Very early age.

Children's daily life in the classroom.

They assess what students can do, not just what they know.

Yes, they may create their own actions or physical expressions.

Letters, labels, and books.

Information gathered using the first four documentation strategies.

The teacher or caregiver.

Performances.

This evolves into the ability to make reports and presentations.

Through home visits.

To be educationally effective and personally satisfying for educators, children, and their families.

It allows for recording and storing a variety of documentation.

Through observations, assessments, and portfolios.

Reports.

Clay and a variety of other materials.

A collection of a child's work and achievements that showcases their development over time.

Children can begin self-reflections as early as preschool age.

Through photographs, sound recordings, and field notes.

A systematic collection of work that illustrates children’s learning profile, interests, readiness level, efforts, progress, and achievement over time.

Checklists.

To document and explain what learners have learned.

Important points about what children understand, what they can do, and how they approach learning.

Journals, discussions, and creative expressions like art.

Because they are sturdy.

By providing information about the child’s progress.

Camera, tape recorder, computer, sticky pads, pencil, or notepad.

To individualize the portfolio, confirm interests, recognize ownership, and motivate continued learning.

Written reports that can be given or sent to parents.

A method of documenting progress over time.