Gail,
I am not currently aware of what observational tools are available to
use with preschoolers, since have been retired for 3 years and now work
in the Family Success Program for Kaskaskia College.  Usually our ECE
people handled that.  I do know that previously the Peabody Picture
Vocabulary Test was definitely used.
The kindergarten teachers had a skills list based on performance that
were tested in an organized manner in each classroom, keeping
consistency thought the Kindergarten Center. Portfolios were kept on
each child, which included dated samples of work.  These were shared
with the parents during conference week.  The Kindergarten teachers were
always looking for ways to improve documentation, accountability and
communication.  It truly takes the Parent, Child and Teacher working
together to help the child to learn.
In Kindergarten a screening devise was used each spring to test
incoming students for basic readiness skills.  This testing devise was
changed ever few years....due to parents teaching the test.
The preschools I have observed varied greatly.  Head Start and Pre-Kdg
have their guidelines provided by state and federal government.
 
Each of our three Family Success Programs do anecdotal records after
each session.  I prepare lesson plans for the staff who work the
programs in the field.  Most are literature based.  Staff members report
back to me with anecdotal records weekly.  With this communication, I
can assess the needs to the individual programs and adult learning
community.
Judy Luer
Kaskaskia College
Family Success  Literacy Educator
27210 College Road
Centralia, IL  62801
(618) 545-3207
jluer at kaskaskia.edu 

price at famlit.org> 11/28/2007 7:58 AM >>>

Judy,
 
Thanks so much for your response. Thirty-three years in the classroom
certainly gives you the voice of experience.
 
You said that anecdotal records are a big part of the informal tracking
of children’s progress. The report of the National Early Childhood
Accountability Task Force recognizes this as well, stating that
observational tools are one of two basic approaches to child assessment.
(The other is “standardized ‘direct’ or ‘on-demand’ tools.” (p. 83).)
 
What observational tools are available to use with preschoolers? 
 
Are any of you using observational tools, such as the High/Scope Child
Observational Record, in your programs and if so, do you combine them
with standardized assessments such as the Peabody Picture Vocabulary
Test or the Test of Preschool Literacy or others? 
 
Does your state required specific assessments for preschool programs?
 
 
Let us know what you are doing in your programs.
 
 
 

Gail J. Price
Multimedia Specialist
NationalCenterfor Family Literacy
325 W. Main Street, Suite 300
Louisville, KY 40202
gprice at famlit.org
502 584-1133, ext. 112
 
 
Join us for the 17th Annual National Conference on Family Literacy!
"Literacy Grows Families and Communities"
March 30, 31, & April 1, 2008-Louisville, KY
Register online at www.famlit.org/conference

 


From:familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of JUDY LUER
Sent: Monday, November 26, 2007 12:22 PM
To: The Family Literacy Discussion List
Subject: [FamilyLiteracy 856] Re: National Task ForceDesigns
PreschoolAccountability System

 

 I am a retired kindergarten teacher with 33 years in the classroom. 
The only standardized assessments for pre-school would have to be
performance based.  Most kindergarten classes do have a list of entry
skills for kindergarten.  They are basic. Examples:  Counts to 10, knows
full name, recognizes 8 colors, etc.  These are skills that pre-school
teachers encourage.  As adults we do evaluate children learning daily
through observation, performance skills, etc.  I am not sure that
requiring standardized assessment is necessary.  Not all children learn
in the same way, style or time period.  Remember the different learning
modes.  Children do learn fr
om each other and from play.

I know also if there is state money sponsoring the program, there has
to be accountability.  Perhaps, learning portfolios and anecdotal
records would be a good way to monitor learning.  What are your
thoughts?

Judy Luer

 

 

Judy Luer

545-3207




>>> "Gail Price" <gprice at famlit.org> 11/26/2007 10:47 AM >>>


Hi Eric,
 
Thanks for your thoughts about the article. 
 
I would like to ask our list members who are early childhood educators
for your thoughts about the study and about Eric’s comments. 
 
What is the value of standardized assessment of preschoolers? Why do
states and child care agencies/organizations feel standardized
assessment is necessary for this age group? How do you feel about it?
 
Let’s hear from you!
 
 
 

Gail J. Price
Multimedia Specialist
National Center for Family Literacy
325 W. Main Street, Suite 300
Louisville, KY 40202
gprice at famlit.org
502 584-1133, ext. 112
 
 
Join us for the 17th Annual National Conference on Family Literacy!
"Literacy Grows Families and Communities"
March 30, 31, & April 1, 2008-Louisville, KY
Register online at www.famlit.org/conference

 


From:familyliteracy-bounces at nifl.gov
[mailto:familyliteracy-bounces at nifl.gov] On Behalf Of Eric Bragg
Sent: Thursday, November 22, 2007 1:36 PM
To: The Family Literacy Discussion List; bragge324 at gmail.com 
Subject: [FamilyLiteracy 853] Re: National Task Force Designs
PreschoolAccountability System

 

Ms. Price, 

 

    I found this email very interesting.  I currently am a middle
school educator and worked as a teacher on the elementary level for 5
years.  I have discovered that formalized testing is an inevitability
that the public school system must use in order to determine a student's
comprehension of the required skills. However, I feel that standardized
testing is too heavily relied on to assess student achievement. 
Performance assessments, written assessments, oral evaluations,
etc...are just as effective and in many ways are more appropriate to
evaluate learners.  These types of evaluations can be more subjective
(rubric bases) and certainly more expensive/time consuming to
administer.  That being said, I understand why states must use
standardized testing,  However, why do they need to evaluate pre-school
learners in a similar matter?  These children are 3-5 years old in many
cases. These pre-schools are teaching them basic skills that they would
probably see in kindergarten.  Pre-schools are an excellent environment
for children to learn socialization skills early and become adjusted to
a formalized educational setting.  Why does this task force feel the
need to evaluate skills that they will have to master before moving on
to 1st grade? Thanks so much and I hope everyone has a great turkey day
=) 

 

Eric Bragg

 

On 11/16/07, Gail Price <gprice at famlit.org> wrote: 

The PEN Weekly NewsBlast had a blurb today about a study by the
National Early Childhood Accountability Task Force. I am including the
blurb below, but am also giving you additional links. I could not get
the one in the article to work – maybe it will be OK by the time you get
this. However, if the link doesn't work and you would like to read the
article, try the links I have included. 
 
 
NATIONAL TASK FORCE DESIGNS PRESCHOOL ACCOUNTABILITY SYSTEM
Since 2005, the National Early Childhood Accountability Task Force has
studied the performance of early education programs in order to come up
with the best practices states can employ to ensure early education
improves student achievement. In studying preschool initiatives, which
states have spent $1.9 billion on over the last four years, the task
force found that few states have implemented comprehensive assessment
systems that would ensure early education returns the expected results.
To address the many challenges states face in implementing this type of
accountability system, the task force recommends that states do the
following: develop a unified system o
f early childhood education; align
high-quality and comprehensive standards, curriculum, instruction and
assessments; and, support the full inclusion of all children in programs
and accountability systems; and provide programs with adequate
resources. >From this set of core principles, states can then use
different approaches to create an accountability system that fits their
particular needs. For the next 18 months, the Council of Chief State
School Officers will use these findings to help states strengthen their
preschool program performance. 
http://www.fcd-us.org/resources/resources_show.hm-doc_id=579564 
 
 
This link is to a pdf of the article.   
http://www.fcd-us.org/usr_doc/Accountability_Task_Force_Final_Report1.pdf
 
This link takes you to the Resource Library of the Foundation for Child
Development which gives additional information about the report. 
http://www.fcd-us.org/resources/resources_show.htm?doc_id=579564
 
 
 
Gail J. Price
Multimedia Specialist
National Center for Family Literacy
325 W. Main Street, Suite 300
Louisville, KY 40202
gprice at famlit.org
502 584-1133, ext. 112
 
 
Join us for the 17th Annual National Conference on Family Literacy!
"Literacy Grows Families and Communities"
March 30, 31, & April 1, 2008-Louisville, KY
Register online at www.famlit.org/conference
 


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