Module 1: Introduction to Assessment of Children’s Development and Learning

ACTIVATE
Encircle the words related to assessment.

How are these words interrelated to assessment in early childhood?

These words are interrelated to assessment in early childhood because these
connects to assessing child’s ability through evaluation and assessment with a purpose and
expected progress of the children or learners.

APPLY
Discuss briefly the seven developmentally appropriate principles in assessing young children in
your own words by filling in the matrix.

DAP Principles
1. The evaluation of young children's development and accomplishments is constant, systematic,
and intentional. The outcomes of assessments are used to guide experience planning and
implementation, to communicate with the child's family, and to assess and enhance the
performance of teachers and the program.
2. Children's progress toward goals that are important for their development and education is the
main focus of assessment. The assessment results would act as a roadmap for the learner's
growth for the teacher and parents.
3. A mechanism is in place to gather, interpret, and apply assessment data to direct instruction in
the classroom, which is known as formative assessment. Instructors utilize this data to prepare
lessons, learning activities, and real-time interactions with children.
4. Children can demonstrate their competence in a variety of ways according to the assessment
methods, which are appropriate for their developmental stage and background knowledge.
They also take into account learner individuality and individual variation. Hence, clinician
interviews, collections of children's work samples, results of teachers' observations of
children, and children's performance on real-world activities are all viable methods for
evaluating young children in the classroom.
5. Children's abilities with aid from others are also taken into consideration during assessments,
in addition to what they can perform on their own. Teachers therefore evaluate students as
they engage in group activities and other scaffolding-producing contexts.
6. The program's overall assessment technique also includes feedback from families and
children's assessments of their own work, in addition to this assessment by teachers.

7. Assessments are created with a specific goal in mind and are only utilized for that goal, for
which they have proven to yield accurate, valid data.
ASSESS

1. Recall and list some assessment procedure or tests you have previously taken. Describe
the test(s) and its (their purpose(s).

Post-test and summative tests are some assessment procedure or tests that I have
previously taken. Before beginning a new unit, students take a test called a pre-
assessment to see what they already know and what they may need extra teaching on. A
pre-assessment is a time-saving tool for teachers who are introducing new material in the
classroom. Finding out more about the kids' interests and preferred learning styles is a
terrific approach to get to know them better. On the other hand, summative testing is used
to evaluate how well students are doing in a course. Summative assessments are designed
to both assess the success of the program and the learning of the participants.

2. Why do we need to conduct various forms of assessment to young children? Explain your
answer briefly.

Since it establishes whether or not educational objectives are being reached, assessment
is a crucial component of instruction. Grades, placement, advancement, instructional needs,
curriculum, and, in some situations, funding decisions are influenced by assessments.

ACTIVATE
Lesson 2: Guidelines in Assessing Young Children

1. What do you think is the relevance of conducting assessment?

The goal of assessment is determined by a variety of factors. It supports the

teacher's efficient lesson planning. It functions as a road map to inform the teacher

whether or not all of the goals outlined at the start of the lesson have been achieved.

Each evaluation is linked to the course's or lesson's opening set of learning objectives.

2. What do you think are the basis of conducting assessment?

No matter what kind of assessment is used, it is essential to gather information

that can be used to evaluate the learning environment from a range of perspectives,

including the institution's processes, systems, programs, and infrastructure as well as

the attitudes, beliefs, and behaviors of the students. Children and young people are

assessed to determine what they know, comprehend, and are capable of doing. Hence,

to test the children’s knowledge is the basis of the assessment.

3. Does it need to be interrelated with laws and guidelines? Why?

Assessment practices should be ethical and it need to be interrelated with laws

and guidelines. This is to become valid, reliable, and appropriate.

APPLY

This is to test your knowledge in assessing young children base on the various legal
bases/guidelines. Answer the following questions using your own words. Use the summary
matrix below.
 DepEd Order No. 5, s. 2015 Policy Discussion
Guidelines on Classroom Assessment for K to
12 Basic Education (BEP)

1. What is classroom assessment? Teachers can check if students have mastered

the curriculum requirements for 5-year-old
Filipino learners through assessment in the
kindergarten classroom. The seven (7)
developmental domains are defined by the
curriculum standards as what students should
understand and be able to do. What kindergarten
students are expected to learn is outlined in the
KCG's curriculum and performance
requirements.
2. Discuss the 2 types of classroom Formative Assessment
assessments. A crucial component of formative assessment in
Formative Assessment the Kindergarten program is observation and
Summative Assessment documentation. To get to know each child better
over time, systematic and continuous
observation is essential.

Summative Assessment
It is crucial to assess students' mastery of
abilities across developmental domains at the
end of the school year. It can be through the
administration of the Philippine ECD checklist,
and teacher-made assessment tools.
DepEd Order No. 47, s. 2916

3. What is assessed in the classroom? Children’s knowledge is generally assessed in

the classroom. Besides, the teaching strategies
 employed and the teaching effectiveness is
assessed.
4. What is the process of classroom There should be a goal, select appropriate
assessment? assessment method, conduct the assessment,
analyze the result, and evaluate the overall
process.
5. How is assessment information This can be done through checklist or portfolio.
recorded?

6. How is assessment information At the end of every quarter, a progress report

reported? will be provided to the parents. Overall
performance of the learner based on all the
evidence will be summarized in the progress
report. The
progress report contains a cluster of
representative skills across developmental
domains and content
areas.
7. How are learners promoted or retained All learners who complete Kindergarten are
at the end of the school year? promoted to Grade One. However, a learner
may be considered for possible retention if he or
she has incurred absences of more than 20% of
the prescribed number of hours during the
school year. In this case, the School Head may,
at his or her discretion after case, exempt a
learner who exceeds the 20% limit for reasons
considered valid and acceptable to the school
8. Learning Resources and Instructional It should be developmentally appropriate.
Materials
 9. Learning Space and Environment It should be developmentally appropriate.

Standard 4: Assessment of
Child’s Progress

10. How do we know if the follows the If the program is informed by ongoing
standard of NAEYC when it comes to systematic, formal, and informal assessment
assessment? approaches to provide information on children’s
learning and development. These assessments
occur within the context of reciprocal
communications with families and with
sensitivity to the cultural contexts in which
children develop.

ASSESS
Explain the roles of the teacher in selecting and using test and measurements to the young

learners based on the discussion given.

In early childhood education, teachers notably have a large part to play in assessment.

The development or lack thereof in the child's many domains including the gross motor and fine

motor, self-help, receptive and expressive language, cognitive, and socioemotional domains that

will be determined by the teacher through ongoing evaluation. The teacher must plan learning

experiences, identify areas of learning and development where students may need support or

reinforcement, make valued learning visible, integrate learning with curriculum and program

provisions, recognize students' strengths, needs, interests, and preferences, collaborate with

families and other stakeholders with information about students' learning and development, and

help students overcome obstacles in order to provide valid and reliable evaluations.

Lesson 3: Trends and Issues in Early Childhood Assessment

ACTIVATE

What are the present issues that you know in assessing young children?

The very young are by definition less familiar to the concept of assessment and the tools

employed for it, which is a serious problem. In order to get a more true image of the child's
knowledge, abilities, achievement, or personality, it is likely that a more adaptable and

responsive atmosphere that supports the child's physical and emotional comfort should be

created. The child cannot be exposed to evaluations on a regular basis and without them

understanding the effects, as this would demotivate them from completing them.

APPLY

Determine the issues in assessing you children then provide a possible solution to address the
issue. Write your answer inside the matrix.

Issues in Assessing young Possible solution to address the issue

Children
1. Developmental Less competent learners can benefit from their peers' most
Considerations effective solutions by sharing the answers within the group.
Hence, I believe it is appropriate to reflect on the types of
assignments you provide your pupils in the classroom in
addition to thinking about broader questions concerning the
type of grouping. This will depend more on the individual
subject matter than it will on concerns about how to set up the
class. It could be good to categorize the pupils in class
according to their ability. In this manner, you might offer
studies in several groups with various learning activities
catered to their capacities.
2. Cultural While children are unique and develop at their own rate, the
Considerations cultural influence on their development is definitely
important. It may even alter how quickly children reach
certain developmental milestones. What teachers should do is
be sensible let children be heard and embrace diversity by
employing several and varied learning strategies and
 experiences to children.
3. Assessing Children Teachers should put efforts into both formative and
with Disabilities summative assessments, be transparent in planning for testing,
reporting results, and goals of the student and whether or not
relevant services, professional assistance, and
accommodations for instruction and assessment should also be
taken into account.

ASSESS

In your own words, explain other 5 issues in assessing young children. Make sure to write the
references (APA format).

Issues In Assessing Young Children

In teaching and learning, there are several aspects that the stakeholders must consider.

Conducting assessment is one crucial process that must be implemented to gain information

about the children’s progress and development. However, there are several issues existing in

assessing young children.

 Assessment is very crucial and teachers should employ varied assessments to meet every

child’s level, preference, and capability. It makes the teachers’ role very challenging and would

take an ample of time. Besides, there are several studies that focuses on finding issues in

assessing young children.

According to the findings of Nordin, Nordin, Abdurahman, Afnizul, (2021), the

assessment's execution is complicated by a number of factors, including the educator's

proficiency, parental cooperation, time constraints, and record administration. The informants

also recommended that efforts should be intensified to educate the community through advocacy,

ongoing training for educators, and advocacy. It is also emphasized that information and

communication technology (ICT) integration is necessary to ensure the effectiveness of the

assessment process(Nordin, Abdurahman, Afnizul, 2021).

Moreover, many of the kindergarten readiness studies that are discussed here struggle

with how to make accurate comparisons with kids who don't speak English as a first language,

are blind, or perhaps have a condition like cerebral palsy that makes it difficult to complete the

test. To address these problems, they make various adjustments. Although sample differences

undoubtedly account for some of the little variation, they don't seem likely to be a significant

source of variation(Rock, & Stenner, 2005).

Accordingly, young children are prone to distraction and may struggle to maintain

behavior control under trying circumstances. When utilized with preschoolers, standardized tests

have lower reliability and validity than when used with students. Teachers, parents, and caregiver

should let children practice to focus and that is one skill that the children should have since it

affects the overall learning progress.

 Furthermore, early years research suggests that a number of social factors have an impact

on attainment, and crucially on readiness to engage with assessment tasks, at this age. We know

from that attainment at the end of Reception reveals disparities by gender, ethnic group, status

and levels of disadvantage. Potentially, using a one-off assessment such as baseline can lead to

low expectations for a child’s whole educational career.

In general, it is very significant to identify these issues regarding assessing young

children. Identifying it will lead to resolving it and improve the learning experiences of the

young children. Since it establishes whether or not educational objectives are being reached,

assessment is a crucial component of instruction. Grades, placement, advancement, instructional

needs, and curriculum selections are influenced by assessment. Thus, every stakeholder should

be united and employ assessments effectively.

References:

Exchangepress.com | ExchangePress. (n.d.). Retrieved March 8, 2023, from

https://www.exchangepress.com/

Nordin, N., Abdurahman, M., & Afnizul, A. (2021). Issues And Challenges In The Assessment
Of Children In Nursery. Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini. 12. 1-6.
10.17509/cd.v12i1.34386.

Rock, D. A., & Stenner, A. J. (Alfred J. (2005). Assessment Issues in the Testing of Children at
School Entry. The Future of Children, 15(1), 15–34.
https://doi.org/10.1353/foc.2005.0009

‌
 Course Performance Output
• Write a reflection paper on the importance of selecting appropriate assessment for
children.
 Refer your rubric on the next page.

Assessment Celebrates Progress

Selecting appropriate assessment for children is very crucial. Without selecting it

properly, the result would be invalid and cannot be use as an information for assessing the child’s

progress. As for me, I have learned several thing when it comes to selecting appropriate

assessment for children.

The child's growth over time, developmental accomplishments, and skill development

can all be celebrated at an assessment. Assessment identifies the child's strengths and needs. The

results of the assessment show both the child's needs and strengths. Keep in mind that an

evaluation should highlight the child's strengths before identifying any areas where the children

may require further support. We're able to assess strengths and needs by studying individual

children in numerous settings and scenarios. The same goes for places where a child, or even an

entire class, needs additional support in order to improve a skill or a particular developmental

area.
 Moreover, when we study and analyze young children, we learn to grasp their behavior,

pick up on their specific interests, and get to know their skills. This aids in the planning of

learning activities and environments that will engage and support both the entire class as well as

each individual child. Assessment Supports Educators' Professional Practice Improvement

In general, selecting appropriate assessment for children aids in our professional

development and helps us become better educators. We can determine which activities and

experiences were effective and which ones weren't as we evaluate and pay attention to the

developmental progress and learning of young children. This enhances our understanding of

child development, particular children, and best practices. The data from the assessment can then

be used to gradually improve our instruction.

MODULE 2
Assessment Tools for Early Childhood

ACTIVATE

Summative

Formative

Diagnostic

APPLY

Identify the type of assessments. Write your answer on the blank.

Formative Assessment 1. It is more formal, structured, and often used to normalize performance
so they can be measured and compared.

Summative Assessment 2. Learners will be tasked with writing an original piece, such as writing
names and letters.

Summative Assessment 3. It is an assessment that administered at the end of an instructional unit

in a course.

Summative Assessment 4. With this type of assessment, the learners will be required to do an
activity or task that will showcase their abilities.

Formative Assessment 5. An assessment that refers to a wide variety of methods that teachers use
to conduct in-process evaluations of learner comprehension and learning needs.
Diagnostic Assessment 6. It refers to an assignment written at the beginning and end of a course.

Formative Assessment 7. It is an assessment that is ongoing, flexible, and more informal tool.

Summative Assessment 8. The goal of this assessment is to evaluate student learning at the end
of an instructional unit by comparing it against some standard or benchmark.

Diagnostic Assessment 9. This type of assessment is a form of pre-assessment where teachers

can evaluate learners’ strengths, weaknesses, knowledge and skills before their instruction.

Summative Assessment 10. Learners will craft and deliver an oral piece, such as a speech or
presentation.

ASSESS

Describe the formal and informal assessment. Identify its advantages and disadvantages. Write
your answer in the matrix provided.

Type of Definition Purpose When to use

Assessment
Diagnostic An assignment that is In a teaching/learning Diagnostic assessment,
completed at the start and session, evaluate the on the other hand, is
conclusion of a course is learning that has taken usually carried out at
 referred to as a diagnostic place. the start of a new topic
assessment. Post-course By focusing on the to identify what
evaluations can be compared to material that has to be children already know
pre-course evaluations to taught and learned, the and can do, enabling
highlight where learners may teaching/learning the teaching content of
have made progress. These tests process may become the new topic to be
enable the instructor to modify more effective and planned.
the curriculum to suit the needs efficient. can aid
of both present and potential students in
students. comprehending the
worth of a lesson,
module, or complete
course.
Formative The term "formative Formative assessment Whenever the teacher
assessment" refers to a broad is used by the teacher wanted to monitor
range of techniques that to qualitatively highlights of the end
teachers employ to conduct evaluate pupil learning goals.
ongoing assessments of understanding,
students' academic progress, learning needs and
learning needs, and their curriculum
comprehension during a lesson, journey during a
unit, or course. In order to make lesson or unit
adjustments to lessons,
instructional strategies, and
academic support, formative
assessments assist teachers in
identifying learning standards
that students have not yet
attained, skills they are having
difficulties mastering, and
concepts they are having trouble
 understanding.
Summative A summative assessment is one A summative This summative
that is given at the completion assessment evaluates assessment should be
of a program's teaching unit. the whole outcome of used at the end of the
These tests are designed to the instruction, as the module or lesson to
gauge student learning by name suggests. test the children’s
contrasting results with a norm Summative knowledge.
or benchmark. They frequently evaluations are more
carry a high point value since structured and formal
there are high stakes. and are frequently
used to standardize
performance so that it
may be assessed and
compared.

Lesson 2: Formal and Informal Observation

ACTIVATE

Write as many words that you can relate to the following phrases.

Formal Observation Informal Observation

 Procedure  Less structured
 Analyze  Information
 Interpret  Feedback
 Elaborate  Less elaborate
 Record  Data

APPLY

Answer the following questions based on the discussion above.

1. What do “formal” and “informal” mean in reference to observation?
Formal methods are carried out in a highly structured manner, requiring careful

category definition, the creation of elaborate data forms, the training of observers and the

establishment of their interreliability, the recording of data, and the use of sophisticated

procedures for data analysis and interpretation. This approach is typically used for

research investigations and emphasizes thorough execution of the steps. Formal

observation and research are both tightly regulated processes. Contrarily, a "unstructured

and less elaborate" approach to observation is used in an informal method. This approach

is more suitable for "day-to-day program running and instructional planning.

"Naturalistic observation," which describes activity in the natural environment, is another

name for informal observation.

2. What is inference? How is it different from observation?

Drawing a conclusion from information or proof is known as inference. One's

interpretation is what is meant. Although not directly observable, inferences or

interpretations are based on observed behavior. The information is a physical senses-

based input from the environment that is given meaning by a mental process. Inferences

may draw conclusions before, during, and after observation. If you've made assumptions

in the past, you must be familiar with that particular behavior and be able to spot it when

you encounter it. You decide right away that a child stealing a toy from another child is

an instance of hostile behavior. Is this the kind of conduct you want to see? If so, you

should document it. If your children repeatedly display these habits, for instance, you

have a foundation for a behavior management program.

 3. What is the difference between data and raw data? What is the significance of knowing

these two kinds of information?

Raw data is maintained for analysis. Raw data are empirical descriptions of

behaviors, whereas data are descriptions of behaviors that have been subjected to

observer interpretation. It is very significant to know these two kinds of information to

land in ideal inferences. It is part of the recording process and by knowing it, the would

help recording become organized and have well-crafted observation.

ASSESS

Describe the formal and informal observation. Identify its advantages and disadvantages. Fill in
the given matrix.

Assessment Definition Advantages Disadvantages

Tool/Methods for
Recording Observation

1. Informal Method Contrarily, a Very convenient, easy Less structured, less

"unstructured and less to do, can be done in a elaborate, less accurate
elaborate" approach to natural setting , less data
observation is used in
an informal method.
This approach is more
suitable for "day-to-
day program running
and instructional
planning. "Naturalistic
observation," which
 describes activity in
the natural
environment, is
another name for
informal observation.
Although informal
methods may be
simpler and may not
have strict controls,
accuracy and
dependability are not
sacrificed.
2. Formal Method Formal methods are Defining categories Requires ample of
carried out in a highly carefully, constructing time, takes so much
structured manner, elaborate data forms, effort
necessitating careful training observers and
category definition, the establishing their inter
development of reliability
elaborate data forms,
the training of
observers and the
determination of their
interreliability, the
recording of data, and
the use of advanced
procedures for data
analysis and
interpretation. This
strategy is generally
utilized for research
inquiries and
 emphasizes rigorous
execution of the
phases. Formal
observation and
research are both
carefully regulated
activities.

Lesson 3: Anecdotal Record

ACTIVATE

Observe a young child who is nearby. What can you say about him/her?

The child is very active and always wanted to talk. She always wanted to share the things

she had done throughout the day. She always wanted to talk in every small detail and is easily

distracted. In fact, she won’t listen since she always does the talking.

While observing, how did you come up with your thoughts?

I come up with my thoughts by summing up the repeated actions shown by the child.

As an early childhood educator, what do you think is the importance of having an assessment
tool in observing a child’s behavior?

We frequently employ observation in both our personal and professional lives. We are

always aware of what is going on around us, and we change and improve our conduct in
accordance with our judgments of the circumstances. These informal observations are crucial to

the smooth running of the setting. In order to improve their own practices, teachers also pay

attention to and observe the professional behavior of their peers. Hence, it is always significant

to have assessment tool to become knowledgeable about every aspect especially the learners’

capabilities and effectivity of teaching strategies.

APPLY

Direction: Choose a child from 3-5 years old. Write an anecdotal record about the child’s
behavior.

Anecdotal Record

Child Observed: Maria Date: February 20,2023

Observation Setting: Preschool classroom, during free play

Observer:

Maria, a 4-year-old preschooler keeps on approaching her classmates to play but her

classmates doesn’t want to communicate. Maria is very active and sometimes aggressive and that

made her other classmates afraid of her. Every time that Mia talks, she screams and always laugh

since she is very energetic and a happy child.

ASSESS

Using this four column-grid, describe the anecdotal record. Write its purpose and identify its
advantages and disadvantages.

Observation Description Advantages Disadvantages

and
Recording
Technique
Anecdotal An anecdote is a method of It can catch Only keeps track of
Record informal observation is a unanticipated things, activities that the
brief account of an important requires no particular observer finds
developmental event, it tell expertise, and is interesting. The
stories and in all open-ended. accuracy of the
developmental areas can give It can either sample a recording depends on
a comprehensive picture of a wide range of the individual
child’s development. It helps behaviors at various making it's
the teacher understand a times, places, and recollection
child’s behavior in particular populations, or it can observing. It's
situations and settings and pick out particular possible to take
also allows ongoing behaviors or events incidents out of
comparison of behaviors that are of interest context. may fail to
which provide a way of while ignoring record particular
documenting changes in the others. behavioral patterns.
child’s behavior.

ACTIVATE
Fill in the graphic organizer. For this activity, complete the first three columns only and go back
to the fourth column after the lesson.

K-W-H-L Chart

Topic: Event Sampling and Time Sampling

K W H L

What do I know? What do I want to How will I Learn? What have I learned?
know?
Event sampling What are the By studying this When conducting
focuses on events differences between the material and observational research,
while time sampling two. researching. behavior is sampled
focuses on time . using event sampling.
It is where an observer
logs how frequently a
particular behavior
occurs. In the time
sampling observation
method, participants
are observed for a
predetermined period
of time, and the
researcher notes
whether or not a given
behavior or activity
occurred.

APPLY
 Activity 1. Knowing these two methods, compare and contrast event sampling and time
sampling in the Venn diagram.

Event Sampling Time Sampling

 Takes specifically defined  Observes and records selected

Similarities of Event
behaviors or events from the and Time Sampling samples of a child’s behavior
child’s behavior stream during predetermined intervals
 Not concerned with when the  Both pertains to of time : 3-5 minutes is a
behaviors occur or the length of observation workable interval
the recording period  Both gives data about  Time sampling aims at
 Events may be categorized learner’s behavior and representative samples of
skills behavior
 Events must be carefully
defined before beginning the  One needs to observe over a
observation large enough number of
 Event sampling can uncover intervals to capture the typical
quality of the stream from
causes and effects of behavior
which the sample is taken
 Requires time and skill to code
 Coding schemes are usually
behaviors and record incidents
used with time sampling

Activity 2. Use event sampling in observing a child using the format below:

Child Observed: Maria Child’s Age: 4 years old

Date and Time: February 20, 2023, 9 a.m.

Observer: Trisha Tamayo

Method: Event Sampling

Target Behavior: To see if the child listens and obeys the teacher.
 Time Antecedent Behavior Behavior Consequences
9:00 a.m. Maria is still outside Teacher asked Maria Teacher asked her
and doesn’t want to to get inside to learn classmates to
enter the room. something and play. convince Maria to get
inside.
9:30 a.m. Maria doesn’t want to Teacher asked Maria The teacher asked
sing along with her to sing with her Maria what song she
classmates. classmates. wanted to sing.
10:15 a.m. Maria doesn’t want to Teacher asked her The teacher asked
play with her closest friend to play Maria what game she
classmates. with Maria. wanted to play.
10:45 a.m. Maria doesn’t want to Teacher asked her Maria shared her
eat her snacks. classmates to share snacks to her
their snacks with classmates and gave
Maria. some to her teacher.
11:30 Maria doesn’t want to Teacher asked Maria Maria went with her
wait outside for her to wait together teacher and teacher
mother to fetch her. outside told her that they will
be back again
tomorrow.

Preferred Behavior: Maria should listen and obey her teacher.

Interpretation: Maria was shy and with low self-esteem. At first, she doesn’t want to participate
but gradually she felt like she belongs to the class and fortunately interact with the teacher and
her classmates.

Intervention to be made: The teacher should always ask the child what she prefer and understand
her effectively.
Activity 3. Write a sampling account of a child near you; can be a relative, neighbor or
nephew/niece. Follow the format below. You may modify the table if there’s a need for it.

Time Sampling

Time Observation Comments

8:45 a.m. Always roam around The child is full of energy
and have a positive outlook in
learning
9:05 a.m. Talks consistently The child is very vocal
9:20 a.m. Interacts with all of the The child is good with social
people around her skills
9:45 a.m. Touches everything The child is curios at
everything and wanted to
learn
10:30 a.m. With good appetite Loves to appreciate
11:00 a.m. Runs all over the place The child is very jolly and
developed her gross motor
skills.
11:45 a.m. Give farewell to all and The child is already good
smiles with her social skill.

ASSESS

Using this four column-grid, describe event and time sampling. Write its purpose and identify its
advantages and disadvantages.

Observation Description Purpose Advantages Disadvantages

and Recording
Technique
Event takes actions or Results will This method can Results cannot be
Sampling events that have identify uncover causes generalized to
been precisely Strategies to be and effects of another child
defined from the used in Behavior. Results or group of
child's behavior intervening. of observation can children. Event
stream. It doesn't Follow up later be used to plan sampling requires
care how long the observation to appropriate time and skill to
recording period see if the interventions at code
is or when the problem is individual child’s behaviors and
behaviors occur. solved developmental record incidents.
Before starting level It is not always
the observation, easy to establish
events must be the causes of
thoroughly behaviors.
characterized and
can be
categorized.
Time Children are The teacher Teachers can Time Sampling
Sampling observed for a examines the observe behaviors takes time and
predetermined time sampling in a natural training to do.
period of time, observations setting. They can When engaged in
and the researcher and writes the serve as basis for time sampling,
notes whether or educational further assessment the students
not a given implications or to validate and teachers
behavior or for the child other assessment cannot interact
activity occurred. measures. They with children.
can be fairly Observers may
objective. miss some
Teachers can use important
them to observe information when
interaction recording their
 between children. observations
They can be used since behaviors
with more than are not seen in
one child at context.
a time. Teachers Observers can
can document overestimate the
small changes in frequency of
behavior. They occurrence of
can be used to certain.
develop learning
experiences for
particular
children.

Lesson 5: Checklist

ACTIVATE

When you hear the word “checklist” what comes into your mind? Write it inside the given spaces
below.

Answerable by yes or no Assessing behavior

CHECKLIST
APPLY

Construct a brief checklist. After that, describe how you make it, what use you have in mind, and
what factors you have to consider. Use the given spaces below.

Yes No
Can count form 1-15
Has the ability to estimate using number sense
Understand spatial relationships
Creates own repeating pattern
Shows understanding of time

I had come up with the checklist in assessing the children’s mathematical skills.

ASSESS

Using this four column-grid, describe checklist. Write its purpose and identify its advantages and
disadvantages.

Observation and Description Advantages Disadvantages

Recording Technique

Checklist A checklist keeps track Use of checklists is Checklists that are

 of items and marks simple. The state or inappropriate for the
them as present or behavior is often either children's
absent. During an present or absent. developmental stage
observation, it is a These may be useful may be used by
simple way to get when making plans for teachers. Instructors
detailed information certain requirements. could adhere to a
about a group of kids More than one child's checklist too strictly.
or a whole classroom. behavior can be Although some
recorded at once by the students might not be
teacher. They would ready to acquire
benefit from the child particular abilities
being aware that they quite yet, the checklist
are watching them. may influence the
They go into great curriculum for teachers
depth about what who want their
behaviors need to be students to succeed.
noticed. In order to fit
their curricula,
teachers might create
their own checklists.

APPLY

Prepare a 5-point scale and 10-item statements to assess the health habits of each child in a
preschool classroom. Make sure that the statements to be rated are simple, brief and clear.
Provide your own description for each scale.

Statements Never Rarely Sometimes Usually Always

1 2 3 4 5
1. Takes a bath regularly
2. Sleeps sufficiently
3. Eat healthy foods
4. Drink 8 glasses of water everyday
5. Wash hands regularly
6. Have a balance diet
7. Brushes teeth regularly
8. Practice regular exercise
9. Physically active everyday
10. Take daily vitamins

ASSESS

Using this four column-grid, describe rating scale. Write its purpose and identify its advantages
and disadvantages.

Observation and Description Purpose Advantages Disdvantages

Recording
Technique
Rating Scale A tool that an Rating scales They take less Because the
observer can use are use in time than most rater is expected
to make a charting a other procedures to make
judgment about child’s growth and are simple to judgments,
the activity or over time and in use. They can be rating scales
behavior they making overall used to contrast could be biased.
have seen. assessment for the actions of They're not
diagnosing various kids. really precise.
individual needs Rating scales can Some behaviors
be used by early don't fit into any
childhood of the categories.
education
students and
 teachers to
evaluate
numerous
program
components or
numerous child
behaviors
simultaneously.

Lesson 7: Portfolio

APPLY

Answer the questions below.

1. What is portfolio?

A portfolio is a compilation of academic and professional materials that

exemplifies your beliefs, skills, qualifications, education, training, and experiences. It

provides insight into the personality, skills, and capabilities.

2. What should a portfolio in early childhood education contain?

In early childhood education, portfolios should contain a statement of purposes
and a wide variety of work samples, including successive drafts of work on particular
projects. Also, a portfolio should contain the following: Include a portrait drawn by the
child himself; Have the child draw how he looks like when he was about three years old;
Include his penmanship work during the beginning of the school year when you had him
write his name on his own without any pattern or model; Put pictures of the child doing
many activities in the class—these may show Mathematics, Science, or Social skills; Put
examples of his artworks too, those that show his abilities such as following directions,
expressing creativity, cutting, lacing, among others; Include also drawings or pictures that
show development of his literacy skills; and include the child’s monthly test, cards done,
letters, scribbles, and whatever is appropriate and signifies development.
 3. Who are involved in choosing items to be included in the portfolio? Why?

The teachers and children are involved in choosing items to be included in the

portfolio. Children should be involved in choosing items to preserve so that they can

analyze their work on themselves.

ASSESS

Using this four column-grid, describe portfolio. Write its purpose and identify its advantages and
disadvantages.

Observation and Description Advantages Disadvantages

Recording Technique
Portfolio It is a purposeful A portfolio allows Learners have to
collection of one’s both teachers and remember and gather
work that exhibits the learners to see all of their own work,
child’s effort and the assets in one typically outside of
achievements in one place and helps class. Motivating
or more identify any gaps. learners to take the
areas. Work samples, portfolio seriously
records of various may be difficult.
types of systematic Learners generally
observation, and could find it
screening test results challenging to
can all be included in complete the
the portfolio. program-portfolio
criteria.

MODULE 3

Developing Rubrics and Test Questionnaire

ACTIVATE

When you hear the word assessment, what comes into your mind? Write your thoughts inside the
circles. You can add more circles if you think it’s necessary.

Evaluation

Rubric Tests

Have varied
types

APPLY

Activity 1. Given the questionnaire below, evaluate the test construction. Write your
recommendation after.

Recommendation/s:
 The directions must be written specifically and clearly to understand effectively. Letter
Z,S,C, are more close with similar pronunciation. The letters M, and L should have respective
lines. The robot may be inappropriate it should be replaced with a simpler and familiar object.

Activity 2. From your Apply part, revise the test questionnaire based on your

evaluation and make it better. You may attach the revised test in the given pages.

Direksyon: Ilha ang mgg nagsunod nga letra nga naa sa ubos.

(1-3)
 ZSC
Direksyon: Kopyaha ang mga letra nga naa sulod sa kahon ug isulat kini sa asul-pula-asul nga
linya (4-5)

M
L

ASSESS

Make your own test for the K to 3 level (Kindergarten 1, Kindergarten 2, Grade 1, 2 and 3) in
any of the subjects Mathematics, Science and English.

Direksyon: Ibutang ang sakto nga tubag sa kahon.

1.

+
=

2.

+
 =
3.

+
=
Direksyon: Kopyaha ang mga numero sa asul-pula-asul nga linya.

1
2
3
4
5
6

7
8
9
10

Lesson 2: Developing a Rubric

Apply

Answer the following questions.

What is a rubric?

A list of criteria for students' work that is coherent and contains descriptions of the

various degrees of performance quality on the criteria is called a rubric. It is a scoring guide that

aids teachers in assessing student performance using a variety of factors. A rubric outlines exact
quality levels for each of the criteria, or traits, that student work should possess. The two main

components of a rubric—coherent lists of criteria and descriptions of levels of performance for

these criteria—should be obvious from the definition.

Using your own words, what is the importance of using a rubric in assessing young children?
Use the provided spaces below to explain your thoughts.

Rubric makes the grading process more productive. Accurate grading and scoring are also

made possible by this. Faculty must establish and more clearly describe the standards utilized in

the grading process in order for it to be fair and reliable. It provides consistent and standardized

grading procedures among various faculty members and makes clear to students the standards for

quality in their assignments. Pupils are better able to self-evaluate their own work before turning

it in and comprehend the justification for grading. Also, using a rubric makes it easier for

teachers and students to communicate grades and helps students perform better because they

know what to pay attention to.

Assess

Develop a performance-based assessment rubric.

Rubric In Reading Sight Words

Needs work Good Excellent

Expression
Volume
Accuracy
Pronunciation
 Phrasing
Rate and smoothness

Major Performance Output

1) Holistic Rubric for Drawing

Criteria Score
Shapes and lines repeatedly showing patterns
Present good combination of colors
There is expression of imagination and creativeness
The presented output is neat and clean
Took time to finish the drawing
The output attracts the audience attention
2. Holistic Rubric for Reciting a Poem

Criteria Score
The child is well prepared
The child has memorized the entire poem
The child employs proper posture and gestures, is relaxed and confident
The child maintains appropriate audience contact
The child speaks clearly, distinctly, and with appropriate and varied pitch and
tone modulation.

3. Analytic Rubric for Painting

Weak Fair Good Excellent

Creativity Did not use any Use small ideas and Has used own Has used own
idea or imagination imagination ideas and ideas and
imagination. imagination.
There is unity of
colors in the
 painting.
Time and Did not use the Took time but didn’t Took time to paint Took time
Effort time for painting. finish the painting on on time. appropriately and
time. worked hard on
painting
Impact and The painting has no The painting has The painting is Painting has
coherence coherence coherence complete with internally
coherence coherent, well-
developed and
interesting
structure

4. Analytic Rubric for Reciting a Poem

Weak Fair Good Excellent
Preparation Student is Student is not well Student is well Student is well prepared
obviously prepared and prepared but the and it is obvious that she
unprepared for the would benefit presentation of the rehearsed her poem
task. No evidence from many more poem requires a few thoroughly.
of any rehearsals. rehearsals. more rehearsals.
Memorization The student has not The student has The student has The student has
memorized the memorized entire memorized entire memorized the entire
poem. poem and is able poem and is able to poem and is able to
to present, present with just one present it without error.
however makes error from which
three+ errors and he/she recovers.
doesn't recover.
Clarity The student does The student speaks The student speaks The student speaks
not speak clearly, clearly but is, at clearly and clearly, distinctly, and
mispronounces times, indistinct, distinctly. Some with appropriate and
words and is too quiet, and/or minor lapses in varied pitch and tone
inaudible to the pitch was rarely pitch, tone and modulation. Recites
audience. Spoken used OR the volume OR the loudly enough for all to
in monotone. emotion it emotion conveyed hear throughout the
conveyed often did not always fit presentation.
did not fit the the content OR
content. emphasis uneven.
Presence The student Presentation is Student employs Student employs proper
slouches, looks lacking in two or proper posture and posture and gestures, is
uncomfortable and more of the gestures, is relaxed relaxed and confident,
makes no effective criteria and confident, and and maintains
contact with the maintains appropriate audience
audience at all. appropriate contact.
Tension and audience contact
nervousness is most of the time or
obvious. is lacking in one of
these elements.