ECE 340 Assessment Tools for Early Childhood Education
ECE 340 Assessment Tools for Early Childhood Education
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Identifying early literacy assessment tools that are appropriate for the learning environment and beneficial for informing future instruction are important to the early learning classroom. The data obtained from assessments is critical in making decisions about accommodations in order to meet the diverse needs of students.
In a 250-500 word reflection, discuss the role formative assessments have in informing instruction. In addition, discuss appropriate assessment accommodations for learners with disabilities and language barriers. What is your ethical responsibility in maintaining the integrity of assessment data? Discuss how you will use this information in your future professional practice.
Use 2-3 scholarly resources to inform this reflection.
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Assessment Tool Matrix
| Assessment Tool | Grade Level | Literacy Skill | How to Use Assessment Tool | How to Review Data Provided by Assessment Tool | How to Make accommodation |
| Get Ready to Read | Pre-K | Listening | Use to see where child pre-reading skills are | Information gather by teacher and parent in developmental domainsCalculating score completed in the seven domains Gorski, (n.d.). | Children are giving activities and experiences to address difficulty with particular skills during screening with teacher and parent (Gorski, (n.d.). |
| Developmental Reading Assessment(DRA2) | 1 | Speaking | Identify student reading level fluency and comprehension. Determine reading engagement | Level is correspond to Fountas and Pinnell reading level that appears report cards. | Teacher use DRA Word AnalysisTake information, model and support. Teach how to take words apart, how to use word charts, and provide spelling activities and words sorts in a small group setting(teachertubeSPED, 2012) . |
| AIMSweb | K | Reading | Screens students to identify those at risk and in need of intervention | Data and scores can be measured in real time on a database. | Tier 2 – obtain strategic intervention, more process monitoringTier 3- receive intensive intervention (Harding, Herrmann, Hanno, & Ross, 2019) |
| Writing and Reading Assessment Profile (WRAP) | 4 | Writing | Assess reading and writing development after student completes a reading habits and preferences survey, reads a text aloud and answering comprehension prompts about the story though writing | Teachers get an ideal of child’s instructional reading levels when getting Fountas and Pinnell reading level. A system that applies reading levels ability from A- Z. | Students contribute information orally writes what is dictated. More time is giving. |
| Reflection: |
References
Harding, J. F., Herrmann, M. H., Hanno, H. S., & Ross, C. (2019, October). Using kindergarten entry assessments to measure whether … Retrieved from https://files.eric.ed.gov/fulltext/ED599402.pdf
Gorski, D. (n.d.). How to Use the Get Ready to Read! Screening Tool. Retrieved from http://www.getreadytoread.org/screening-tools/grtr-screening-tool/how-to-use-the-tool
teachertubeSPED, (2012,December 12). Special Education – DRA2 [Video File].
Received from https://youtu.be/elcE3IHzCEk
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