Evaluate children’s language and literacy development using evidence-based strategies.
Through the lens of an experienced early childhood educator, you will produce a language and literacy assessment that measures and evaluates both language use and literacy skills. This assessment will be created and shared with other early childhood professionals.
According to The National Association for the Education of Young Children, or NAEYC, it is important for early childhood educators to make ethical, appropriate, valid, and reliable assessments a central part of all early childhood programs. To best assess young children’s strengths, progress, and needs, educators must use methods that are developmentally appropriate, culturally and linguistically responsive, and tied to children’s daily activities.
Consider what you know regarding authentic observations and assessments and how they guide curriculum and instruction. Begin by examining your reasons for assessing a child’s language and literacy skills, then reflect on what you will do with the results.
Create a two part, formative assessment tool that provides detailed, specific information about students’ capabilities and struggles. The results of these assessments should help guide you in choosing lessons and modifying materials.
*Choose a specific, early childhood age group. Include a brief description of the children’s age ranges, as well as any developmental attributes pertaining to language use and setting of observation.
*Create one assessment tool that focuses on language use, such as speaking and listening tasks, re-telling of stories, etc.
*Create another assessment tool that focuses on literacy skills, such as letter recognition, sound-spelling correspondences, holding a book correctly, etc.
*Create three achievable goals for children that demonstrate skills at a mastery level, in addition, create three achievable goals for children that demonstrate skills at a lower proficiency level.
*Each assessment tool should include a minimum of five indicators or measures.
*Include a paragraph that lists possible activities and strategies that support each instructional language and literacy goal at both levels.
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