Appendix 1
Interviewing a Teacher
Overview
For this assignment, you are asked to design and conduct an interview to find
out how a particular teacher approaches the assessment of young children.
Then you will report your understanding of the teacher’s approach and evaluate
the interview process.
What to Do
1. First find an early childhood teacher with whom you do not already have a relationship.
Explain that you are studying assessment and would like to talk with him or her about classroom
assessment. (Interviews must be conducted in person and should take no more than 40 minutes of
the teacher’s time.)
2. Design the interview to find out how the teacher approaches the assessment of young children.
Questions to ask during the interview are suggested below. You do not have to ask these particular
questions, but they offer a framework. When the teacher says something about which you want
to know more, ask additional questions to get more information. Also try to get a copy of the
program’s report card or progress report for use later in the semester.
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How do you discover what your students know and can do?
What does assessment mean to you?
Do you assess daily, weekly, monthly, or at other intervals?
How do you assess children?
Does assessment benefit the children in your classroom? If so, how? If not, why?
What learning areas, or domains, do you assess?
What do you do with the information you gather?
Do you use student portfolios?
Do you use tests? If so, what type (teacher-made, unit tests, standardized tests, etc.)?
Do you use a grade book? If so, how does it relate to your overall assessment process?
Do you conduct parent–teacher conferences? If so, what is your understanding of the value of
these meetings?
Are students involved in these conferences? If so, how?
Do parents have a role in the assessment process? If so, what is it?
How do you individualize assessment?
Do you have children with disabilities in your classroom? What accommodations do you make
for these children? How are those accommodations related to assessment?
Are you required to conduct assessments or use assessment tools that you consider
developmentally inappropriate? If so, what are they and why are they inappropriate?
What do you find most challenging about assessment?
If you write observation notes, how do you organize and store them?
If there were one thing you could change about assessment in your classroom, what would it be?
Do you have a favorite type of assessment? If so, what is it? Why do you prefer it?
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The Power of Assessment: Instructor’s Manual
Appendix 1 • Interviewing a Teacher
3. Conduct the interview.
4. Write a report.
Your interview report should be typed and double-spaced. It should have a cover sheet and at least
four additional parts:
A. Introduce the person you interviewed. Who is the teacher? What age-group or grade does she or
he teach? When and where did you meet? How long did your conversation last? How did you
record the information? List the questions you asked, including follow-up questions.
B. E
xplain your understanding of the teacher’s approach to assessment. On the basis of his or her
responses to your questions, how do you describe the teacher’s knowledge about, process for,
and use of assessment? (Note. Do not just list the teacher’s answers. Instead, use the responses to
explain and illustrate your understanding of the teacher’s knowledge, approach to assessment, and
use of assessment information.)
C. A
nalyze the teacher’s ideas. Use some of the ideas and terms discussed in class to evaluate the
teacher’s knowledge and approach. Write a paragraph about your evaluation of the teacher’s
assessment practices.
D. Include an evaluation of the interview process. If you were going to interview another teacher,
would you change what you do? Are you satisfied with the way this interview was conducted?
Note. There are no page limits or requirements for this report, but students generally write 3–5 pages.
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Appendix 2
Comparing Standards
Overview
For this assignment, you are asked to find and compare two sets of standards
for one curricular domain or content area.
What to Do
1. Select a domain or content area. Choose one of the following domains: language arts, literacy,
math, science, or social studies. It may be helpful to select a domain about which you have little
knowledge so you can learn more about it. Alternatively, you might want to select a domain about
which you already know a lot but in which you have great interest.
2. Find standards to compare. Now find two sets of standards to compare. For example, you may
choose to compare math standards from two states, or you might decide to compare one state’s
standards to the standards written by the National Council of Teachers of Mathematics. Some
guidance will be given in class to help you find standards. (Do not use your own state’s standards if
you are already familiar with them.) Print the two sets of standards for the early childhood levels.
3. Compare the standards. Consider the following:
• How are the standards written? Are they organized by grade level or by clusters of grades? Are
benchmarks included?
• How does the content of the two sets of standards compare?
• How were the standards developed? Was there a comment and revision process?
• Are the standards developmentally appropriate for the intended age(s) or grade level(s)?
• Are the standards clear and well-written? Can teachers, parents, and students understand them?
• Are the standards measurable?
• Do the standards make sense?
• Are the standards challenging but reasonable for children?
• Are the standards written broadly or very specifically?
• Are the standards broad enough to permit local interpretation? Are they flexible enough for
teachers to take children’s interests and cultural backgrounds into account?
• Do the standards require children to use high-level, critical thinking skills?
• Overall, how are the two sets of standards alike? How are they different?
4. Write a report. Write a 3- to 4-page report presenting your comparative analysis of the two sets of
standards. Concentrate on your most significant findings rather than answer each of the questions
for each set of standards. Include a paragraph that explains which set of standards seems more
usable. With your report, submit a cover sheet, a copy of the standards you examined, and provide
full bibliographic information (complete reference citations) for the standards.
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Appendix 3
Open-Ended Observation
Overview
For this assignment, you are asked to observe a child, write objective
observation notes, interpret what you saw and heard, and think about new
questions that arise from the facts and your interpretation.
What to Do
1. Observe a child for 3 or 4 minutes, writing down what the child says and does. Remember to be
objective but descriptive. Note details. If you use abbreviations, be sure to explain them. Follow the
guidelines discussed in class for recording observations. Make sure your notes are legible. They do
not have to be typed, but review them to make sure that they can be read easily.
After recording your observations, use a differently colored pen, pencil, or highlighter to indicate
any interpretations or conclusions you made. Include your original observation notes (now marked
if you interpreted information) with this assignment.
2. Write a report.
A. Introduce your observation experience with some general information. Provide a fictitious name
for the child, the child’s actual age, and a brief description of the context of the observation.
Include the date, time, length, and location of the observation. Explain what was going on while
you were observing. Help the reader imagine the situation.
B. Th
ink about what you heard and saw as you observed the child. What do you think the child
was learning or practicing during this observation?
C. C
ontinue to reflect on what the child did and said. What do you wonder about after observing
the child? List at least three questions about this child that you want to answer. Your questions
should relate directly to what you observed. They should not, for instance, focus on the child’s
home life, which you did not observe.
Your responses to directions A, B, and C should be typed and double-spaced. With your report, submit
a cover sheet and your observation notes (marked if you included interpretations or conclusions).
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Appendix 4
Sampling Language
Overview
Language development is an incredible accomplishment that proceeds at an
astounding rate during the early childhood years. Effective teachers listen to
and interpret children’s language to gain insights about their thinking. Being
able to converse with young children enables teachers to build supportive
relationships with them and scaffold their learning. This assignment will help
you understand verbal interactions between teachers and children.
What to Do
1. Record and analyze a teacher’s conversation with a child. Write a transcript of a conversation
between one of your practicum teachers and a child. Use fictitious names (or initials) but indicate
the actual age of the child.
A. Describe the context of the conversation. What was happening when this conversation took
place? Indicate the emotional tone. What does one need to know in order to understand the
language sample?
B. P
rovide the language sample. Write exactly what was said. Do not correct the speakers’ errors.
If you deliberately misspell a word to show pronunciation, indicate that somehow.
C. I nterpret the sample. What did you learn about conversing with children from this language
sample? How did the teacher encourage the child to communicate? How did the teacher use
strategies discussed in class? Did he or she miss opportunities to encourage the child to express
him- or herself verbally?
2. Record and analyze your conversation with a child. You may ask another student to record your
conversation. Use a fictitious name (or initials) for the child but indicate his or her actual age.
A. Describe the context of the conversation. What was happening when this conversation took
place? Indicate the emotional tone. What does one need to know in order to understand the
language sample?
B. Provide the language sample. Write exactly what was said. Do not correct the speakers’ errors. If
you deliberately misspell a word to show pronunciation, indicate that somehow.
C. Reflect. Think about your part in the conversation. How well did you encourage the child
to express him or herself? How did you feel about the conversation? If you could change
something, what would it be? Why? What were your strengths? Weaknesses? Which
strategies that we discussed in class did you use? How did the child’s gender, age, culture,
or other characteristics influence your interaction with the child and your interpretation of
what occurred?
Language samples may be handwritten. The rest of the assignment must be typed and double-spaced.
A cover sheet should be submitted with your work.
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Appendix 5
Focusing on a Domain
Overview
For this assignment, you are asked to focus on three domains as you observe
children.
What to Do
As you observe children during your practicum, focus on behaviors related to the three developmental
domains listed in the following chart. Give three behavioral examples for each domain (one in each
box). You may choose to provide examples from your observation of one or several children.
A. Duplicate the chart by using Word® or Excel®.
B. In your description, include a fictitious name (or initial) for the child and indicate the child’s
actual age.
C. Underline the words/phrases that helped you determine in which domain to place the behavior.
D. Indicate to which part of the domain the behavior relates. For instance, is the behavior an example
of gross-motor or fine-motor development? After each example, indicate the part of the domain in
parentheses. Use information from the course to help you make these decisions.
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Appendix 5 • Focusing on a Domain
The Power of Assessment: Instructor’s Manual
Cognitive Development
(Cognitive/Language)
Affective Development
(Social/Emotional)
Physical/Motor
Development
(Gross-Motor/Fine-Motor)
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Appendix 6
Evaluating Checklists and Rating Scales
Name of Tool:
Name of Tool:
______________________
______________________
Purpose
Description of the tool
Number of items or
indicators
Evaluative Criteria
Instructions for use are clear
(consider frequency and
meaning of ratings)
Meaning of the items
is clear
Items measure what the
developers claim to measure
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Appendix 7
Completing a Conference Planning Form
Conference Planning Form
Name of child: __________________________________________ Conference Date: _________
Name(s) of family member(s): _______________________________________________________
Opening:
Parental input:
Key points:
Strengths:
Concerns:
Goals:
Questions for the family:
Closing:
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Appendix 8
Summarizing Information
for a Family Conference
Family Conference Summary
Name of child: _____________________________________________________ Date: _________
Family member(s) attending: ________________________________________________________
Family input:
Teacher input:
Goals:
Plans to address goals:
Family member’s(s’) signature(s): ______________________________________________________
Teacher’s signature _________________________________________________________________
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Appendix 9*
Observing a Child
Overview
For this assignment, you are asked to use three strategies to observe one
child’s development in two domains. After observing, you will interpret the data
you gathered and write a description of the child’s performance.
What to Do
1. Find a classroom. Find a preschool, kindergarten, or first grade classroom in which a
developmentally appropriate program is offered. Choose a classroom that you may visit two or
three times during the semester. If possible, choose one in a center accredited by the National
Association for the Education of Young Children (NAEYC).
2. Select a child. Become familiar with the classroom. Select a child to observe. The child’s age may
range from 3–6 years. You may ask the teacher to suggest which child to observe.
3. Prepare. You will focus on personal and social development and on language and literacy
development. Prepare to observe the child by reviewing state standards, indicators from the Work
Sampling® Omnibus Guidelines, objectives from HighScope’s Child Observation Record, or objectives
and indicators from Teaching Strategies Gold®. (Your instructor may also provide indicators for
one or two domains to help you focus your observations.)
4. Observe. Use several strategies to record your observations:
Anecdotal observation. Document three events that last at least 3 minutes each.
Running record. On two separate occasions, write down what the child says and does during an
observation period of 4–6 minutes.
Tally. Use a tally to record the frequency of a clearly defined behavior. You may want to consult
with the child’s teacher before choosing a specific behavior.
To maintain confidentiality, use fictitious names for the child and teacher as you write your notes
and report. Be sure to date all of your observation records. Review your data after one or two
classroom visits, identify the information you still need to collect, and make that the focus of your
next observation.
5. Write a report.
A. Write an introduction. Provide contextual information about your observations. When and
where did you observe? How many times? For how long each time? What was the classroom like?
What was the grade level? How many children were in the class? What was the socioeconomic
level of the class/program/locale?
Explain why you selected that child. Include fictitious names for the child and teacher but
indicate the actual observation dates and the child’s actual age. Describe the techniques you used
to observe the child and explain your data collection strategies (during activities, one-to-one, etc.).
* Note to the instructor. This assignment may be coupled with the assignment explained in Appendix 10.
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The Power of Assessment: Instructor’s Manual
Appendix 9 • Observing a Child
B. Include your raw data. Complete observation forms for each observation strategy. You do not
have to retype them.
C. Interpret the data. Begin by summarizing the data. Then interpret that data. What did you learn
about the child? You may use educational jargon as you explain your thinking.
D. Include an evaluation of the child’s developmental status, writing in language that the child’s
family would understand. You should assume the role and voice of the teacher. Avoid using
educational jargon or, if you do include jargon, explain it with concrete examples. Although the
child’s family will not read the report, it should be written according to the guidance discussed
in class and described in your readings.
In this evaluation, include identifying information at the top; the narrative, including the child’s
strengths and weaknesses; goals for the child; how family members can foster this child’s growth
at home; and recommended instructional strategies for the teacher (presented to the family as
what changes you will make in the classroom to promote this child’s learning).
E. Incorporate an analysis of your observation experience. Think about your experience and write
a summary of what you learned from this assignment. Think critically. As you write, be sure to
show that you analyzed the experience and evaluated your own performance. If you discussed
your findings with the classroom teacher, you may include his or her response to your data,
interpretations, and recommendations.
Include a cover sheet when you submit your work.
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Appendix 10*
Observing a Class
Overview
For this assignment, you are asked to observe an entire class, focusing on
one domain or content area. After observing, you will interpret the data you
gathered and write a report that includes instructional recommendations to
improve children’s learning in that domain or content area.
What to Do
1. Find a classroom. Find a preschool, kindergarten, or first grade classroom in which a
developmentally appropriate program is offered. Choose a classroom that you may visit two or
three times during the semester. If possible, choose one in a center accredited by the National
Association for the Education of Young Children (NAEYC).
2. Become familiar with the classroom. Get to know the names of the children, although you will
use fictitious names when you write your report.
3. Prepare. As you get ready to observe, select two components from one domain. Review the
relevant components in the Work Sampling® Omnibus Guidelines and design your observation
forms. You may want to select a domain about which you already know a lot, an area about which
you are not yet knowledgeable, or the area for which you think you can best collect data during
a limited amount of time. Remember that there are many ways for children to demonstrate their
knowledge and skills. Be sure your observation forms or matrices reflect this.
4. Observe and collect data. To maintain confidentiality, use fictitious names for the child and
teacher as you write your notes and report. Be sure to date all of your observation records. Review
your data after one or two classroom visits, identify the information you still need to collect, and
make that the focus of your next observation.
5. Display and interpret the data. Prepare a chart that shows how each child performed on each
indicator. Create this indicator chart by using Microsoft® Word® or Excel®.
Then interpret your data. What do they tell you about the children’s knowledge and skills in this
domain? Given the data, how should the teacher focus curriculum and instruction? List your ideas.
* Note to the instructor. This assignment may be coupled with the assignment explained in Appendix 9.
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The Power of Assessment: Instructor’s Manual
Appendix 10 • Observing a Class
6. Write a report.
A. Write an introduction. Provide contextual information about your observations. Describe the
classroom and children. When and where did you observe? How many times? For how long
each time? What was the classroom like? How many children were there? What was their grade
level? What was their age range? What was the gender distribution? What languages were spoken
in the classroom and in the children’s homes? What was the socioeconomic level of the class/
program/locale? How and why did you select the components for this assignment?
B. I nclude an alignment. Show how the indicators you selected align with your state’s early learning
standards. This can be illustrated with a chart or table. In a paragraph or two, evaluate how well
they align.
C. Include your raw data. Submit completed observation forms with your report.
D. Discuss your findings and interpretations. In 1–3 paragraphs, summarize the data presented in the
indicator chart. What did you learn about the components and that group of children? Have the
children acquired all of the specified knowledge and skills? Do any individual children stand out?
E. Make recommendations for teaching. What do your interpretations mean for the classroom
teacher? Should the teacher make adaptations for any children? On what should the teacher
focus next? How should he or she adjust curriculum and instruction? Does the data provide you
with ideas for grouping children for some activities?
F. Reflect. Think about your experience and write a summary of what you learned from this
assignment. Think critically. As you write, show that you analyzed the experience and evaluated
your own performance. If you discussed your findings with the classroom teacher, you may
include his or her response to your data, interpretations, and recommendations.
Include a cover sheet when you submit your work.
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Appendix 11
Reflecting on Your Understanding
Overview
For this assignment, you are asked to reflect on your current understanding
of early childhood assessment. You will document your ability to use higherlevel thinking skills (analysis, synthesis, and evaluation) as you reflect on the
knowledge, concepts, and skills addressed in this course.
What to Do
Write an essay that discusses your proficiency in using classroom assessment methods and concepts.
Conclude it with recommendations for a personal professional development plan that will address
areas that you want to strengthen as you continue to work in this field.
A. Explain your understanding of the assessment cycle. Describe how the assessment cycle will work in
your own classroom. Discuss the important concepts covered in class and give specific examples.
B. Discuss your proficiency in classroom assessment. As you write this essay, consider what you
have learned about classroom assessment. Review the course objectives. Reflect on how the
course discussions, readings, and activities contributed to your learning. Analyze the value of
the assignments, discuss the most important or beneficial things you learned or discovered, and
indicate the degree to which you think the assignments truly measured your knowledge and skills
related to classroom assessment.
C. Discuss any aspects of an assignment that failed to enable you to document your knowledge
and skills, that had a negative impact on your learning, or that did not meet your needs in
some other way. If there were any weaknesses, analyze them and make specific suggestions for
improving the assignment.
D. Write a professional development plan. Teachers must be able to plan their own professional
development. Good teachers consistently reflect on their professional growth and plan a path of
continuous learning. As you reflect on what you have learned, what knowledge and skills do you
still need to develop so that you can assess young children competently? Beyond completing your
current teacher-education program, what professional activities might help you achieve your goals?
When you submit your essay, include a cover sheet that looks professional.
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