It is important to remember that when preparing test and essay items they need to be developmentally appropriate for the age group in which they are intended. Because the age group is between the ages 4-5, most of the assessments that were prepared are considered to be performance assessments. The reason I chose to use this type of assessment is because it can be incorporated into my lesson plans (Kubiszyn & Borich, 2013). I will not have to set out a specific time to assess each student’s developmental progress. If it is included in the classroom instruction and a part of the daily activities, more time can be dedicated to giving them more hands-on experience.
My job as an educator is to take notes and apply them to each student’s individual portfolio. Sticky notes make it easy to jot down specific details and dates. At a later time, I can add those notes to each child’s portfolio.
It is not always conducive to have young children to complete essay assessments; however, if there is an appropriate way to implement this type of assessment, it is encouraged. Young children are still learning how to retain knowledge and are still in the early stages of cognitive development. By incorporating Bloom’s Taxonomy within the process, teachers will be able to assess young children from both the knowledge category and the beginning stages of the analysis category. In Armstrong’s text, children can begin to analyze information “by comparing and contrasting” information (2009. p. 182). So when I came up with the essay assessment, the children will be able to draw from previous knowledge and then make the comparison of the different capabilities that people can do.
In closing, assessments should be used as a tool to help engage young learners on their quest to receiving a good education.
Kubiszyn, T. & Borich, G. (2013). Educational testing & measurement:
Classroom application and practice (10th ed.). John Wiley & Sons, Inc., Hoboken, NJ.