ECE 410 Assessment Assignment

Project description
Assessment Assignment

Required Text

Otto, B. (2014). Language Development In Early Childhood. 4th Edition. Upper Saddle River, NJ: Pearson Education, Inc.

Assessment Guidelines

Choose one child. Due to the nature of the assessments provided, it would be best if the child is at least 3 years old but no older than 5 years old and able to communicate clearly in a verbal manner. Conduct the following assessments (see attached files)

1. ECE Early Literacy Assessment
2. Concepts About Print Assessment
3. Alphabet Knowledge Assessment
4. Oral Language Evaluation

(In the following link http://www.readingrockets.org/teachers/firstyear/fyt_program/modules/assessment/assessment-practice
there is one document that sets forth two ways to conduct an Oral Language Evaluation. Choose one of the ways — either describing or retelling — and use it to assess your child’s oral language expression. Simply write down as much as you can of what the child says.)

Contents of Report on Assessments Field Experience

Background Information

In this section please list the following information:

1. Childs first name only

2. Age

3. Childs language background

Assessments Used

In this section please list the assessments given and share the raw data, the exact results. In other words, please tell me exactly how the child performed on each of the assessments you administered.

Analysis of Results

In this section, describe what you learned about the child after administering the assessments. State what you feel these assessments tell you about the childs strengths and abilities and what the child still needs to learn. Describe what you learned based on your assessment tools.

Statement of Childs Strengths and Weaknesses

After your analysis, you should make a statement in which you clarify what you feel the childs strengths and weaknesses are. Clearly identify the childs areas of need, substantiating your statements with data from your analysis.

Proposed Plan of Instruction for the Child

Create a brief plan of instruction based on your analysis of the childs performance on the assessments and your identification of his/her strengths and weaknesses. State what skills you would work on if you were the childs teacher and describe some activities which you would use with this child in a small group or one-on-one situation. Justify your lesson choice; tell me why you feel this is important to teach this particular skill to the child first.

Assessing the Student’s Concepts about Print – Page 1& 2
For this assessment, sit with the student in a quiet place, and use a short picture book. The print should be large enough and the words spaced far enough apart that you can easily see where a child is pointing. The book should also have a variety of punctuation marks.  Ask the following questions of the child.  Make a note of what the child says and does.

This assessment will show —  Does the student know. . .

1.    Books are for reading print and “reading” pictures?
Show the child a book.  Say: “This is a book.  What do you do with it?”
Expected response: “Read it.” “Look at it.” “Someone reads it.”

2.    Books contain print and pictures ?
Ask, “What’s inside the book?”
Expected response: “Pictures.”  “Words.”

3.    Books have a front side?
Hand the book to the student backwards, with the spine towards child.
Say, “Show me the front of this book.”
Expected response: The child will turn the book to the front and point to/say: “Here.”

4.    Discriminates print from pictures?
Let the child have the book.
Ask, “If I want to read this book to you, show me where I begin to read.”
Expected response: The child will open the book, point to the words on the first page and points to/says: “Here.”

5.    Knows left to right direction of print?
Open to the first page of text and pictures.  Point to the first word.
Say, “If I start reading here, where will I go from here?”
Expected response: Child moves finger from left to right.

6.    Knows that at the end of the line you return to the next line to continue reading?
Say, “Where do I go after that?”
Expected response: Child makes a “return sweep” from the end of the line to the next line on the left.

7.    Have a one-to-one match with voice to print??
Say, “Point to the words as I read.” ?
Expected response: Child matches your voice to the print as you read.

8.    Understand the concept of “first”?
Say, “Point to the first word I should read.” ?
Expected response: Child points to the upper left corner of the printed words.
9.    Understand the concept of “last”?
Say, “Point to the last word I should read.” ?
Expected response: Child points to the lower right corner of the printed words.

10.    Know that the left page is read before the right page?
Turn the page so that there is a left and right page with words to read.
Ask, “Where should I start reading on these pages?”
Expected response: Child points to the left page.

11.    Know the meaning of a question mark??
Point to a question mark in the text.?
Ask, “What is this for?”?
Expected response: Child says “question mark” or “when you ask something.”

12.    Know the meaning of a period??
Point to a period in the text.?
Say, “What is this for?”?
Expected response: Child says “period” or “the end of the sentence.”

13.    Know the meaning of a word??
Say, “Please count the words on the page.”
Expected response: Child points to the words on the page and counts, “one, two, three…”

14.    Know the meaning of a sentence??
Say, “Please count the sentences on the page.”
Expected response: Child points to the sentences on the page (locating capitals and punctuation marks) and counts, “one, two, three. . .”

15.    Know the title of a book??
Say, “Please show me the title of the book.”
Expected response: Child points to the outside cover.

16.    Know the role of an author of a book??
Ask, “What does —– do?” (Insert the name of the author of the book.)
Expected response: Child says, “He wrote the story/book.”

Evaluation of Expression

Several methods may be employed to elicit oral language.  The strategy or strategies used will depend on which aspects of language need to be evaluated and the degree of language development of the child.  The following procedures are recommended.  Each of these procedures is a different type of assessment though they all elicit oral language from the child.
For your assessment, choose the one that you feel is the best match for your child.

Assessment #1 – Describing
Show the student a picture suitable to her or his maturity, with three or more actors (people or animals) engaged in easily recognized activities.  Try to obtain a picture with as much action as possible and which can readily prompt a story of some type.  Say, “Please look at the picture and tell me what you think is going on.  Tell me as much as you can about it.”  As necessary, encourage the student to continue.  Say, “Good, tell me some more,” and “Fine, go on.”  If at all possible, tape the student; then transcribe the tape.  If a tape can’t be made, write the student’s utterances.

Assessment #2 – Retelling
Read the student a passage of 60 to 100 words, suitable in length and content to the student’s maturity and interest.  The passage should have a well-organized content.  Ask the student to retell the story.  Let the child know in advance that you will be asking him/her to retell the story.  Tape, transcribe, and analyze the performance as outline in “Describing” and record results.

Points to Remember
Indicate if response is self-generated or “aided.”  “Aided Retelling” draws upon the information initially provided by the child and which you use to ask a question which should result in more information.  Ask, “Then what happened?” or “What do you think will happen next?”

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