Evaluating Your Program's Assessment Procedures
- Grades: PreK–K
Meet with teachers and other appropriate staff members. Consider the group's answers to the questions below to help you evaluate the effectiveness of your program's assessment procedures:
Is the assessment procedure based on the goals and objectives of the specific curriculum used in the program?
Are the results of assessment used to benefit children-that is, to plan for individual children, improve instruction, identify children's interests and needs, and individualize curriculum?
Does the assessment procedure address all domains of learning and development-social, emotional, physical, and cognitive-as well as children's feelings and dispositions toward learning?
Does the assessment procedure rely on teachers' regular and periodic observations and record keeping of children's everyday activities and performance so that results reflect children's behavior over time?
Is the assessment procedure performance-based, rather than only testing skills in isolation?
Does the assessment use an array of tools and a variety of processes, such as samples of art, tape recordings of children's stories, and systematic observations by teachers?
Does the assessment allow for diversity, differences in learning styles and rates, and native language?
Does the assessment measure children's overall strengths and progress, focusing on what they CAN do?
Is assessment a collaborative process involving children, teachers, families, homes, schools, and communities?
Is there a regular process of sharing meaningful recorded information between families and programs?