“Purpose determines the content of the assessment” (Shepard et al., 1998, p. 6). Why do we need to test the knowledge of the student? What should be measured? The writers wrote a clear figure of the procedure for formal assessment. The assessment starts with identifying the appropriate task, with all the preparation needed for that task. Then when the results are back from the students, through observation or practical assessment. The teacher should reflect on the result are acceptable. When acceptable the test can be used for other years, and not be designed again. When the requirements are not acceptable the assessment should do again with extra training for the students. The writer’s advice that the same person who wrote the assessment also should give and examine the assessment (Hawthorne, 1977, p. 2). Then the assessment gives its full potential.
In the Preschool teachers use informal assessment, “paper-and-pencil test” (Shepard et al., 1998, p. 4) are not suitable for them. The preschool focuses more on physical well-being and motor development, social and emotional, language development, and cognitive and general knowledge (Shepard et al., 1998, p. 6). That is also an ongoing process whereby the teacher assesses some skills but continues with the process of development.
Parents should have encountered more regular with the teachers. They should want to know how the child is developing. The teacher should collect and share samples of work with the parents. The contact between the professionals and parents are very important. Expectations of the child`s development should be shared with the parents. Also the behaviour and skill demonstration at home and in the school should be discussed.
Formal assessment should not be in the Preschool, the children are not ready to be tested. The writer of this document argues that it should be postponed to the third grade (Shepard et al., 1998, p. 11). The informal assessment should be done for an internal purpose, to find the children that are struggling and need special needs, to improve the curriculum and teacher’s instruction.
In creative arts, there are many ways to have informal assessments. With work samples, group discussions or questionings. It is all to help the teacher and the child to develop their skills, and to succeed in the educational future.
Reference list
Hawthorne, L. W. (1977). Informal Assessment for the Classroom. Focus on Exceptional Children, 16.
Shepard, L., Kagan, S. L., & Wurtz, E. (1998). Principles and Recommendations for Early Childhood Assessment. 44.
Teacher in progress 