Assessments for Early Childhood Programs Essay Example for Free

Assessments for Early Childhood Programs Essay William J. Wilson once said, â€Å"The person who scored well on an SAT will not necessarily be the best doctor or the best lawyer or the best businessman. These tests do not measure character, leadership, creativity, or perseverance†. Why do we test students? What is the purpose of assessments? Do these tests and assessments benefit the students? These are questions educators have been asking for years. It is impossible for one to determine a child’s academic abilities based solely on a test. Yet there still needs to be some form of assessments performed in order to evaluate the academic level each student has reached. But how much assessing is too much? How heavily do educators rely on the results of these assessments? The main issues, when it comes to assessing early childhood students, are the consequences of the assessment results and how they affect the child. According to The National Academies of Sciences, there are two key principles that support the success of assessment. The first is that the purpose of an assessment should be a guide for assessment decisions. â€Å"The purpose for any assessment must be determined and clearly communicated to all stake- holders before the assessment is designed or implemented. Most important, assessment designed for programs should not be used to assess individual children. Because different purposes require different kinds of assessments, the purpose should drive assessment design and implementation decisions† (The National Academies of Sciences, 2008). The second principle is that any assessment performed should be completed in a â€Å"coherent system of health, educational, and family support services that promote optimal development for all children. Assessment should be an integral part of a coherent system of early childhood care and education that includes a range of services and resources† (The National Academies of Sciences, 2008). These two principles explain the main purpose of why assessing is important and how assessments should be conducted. After having an understanding of the purpose of assessments, why is it so important to begin evaluations at such a young age? What is the purpose of evaluating infants and toddlers? Author Sue Wortham explains evaluating toddlers and infants determine whether the child is developing normally or if they show any signs of delay and need assistance. All in all, the main purpose of assessment is to benefit the child (Wortham, p. 32). The NAEYC believes that during a child’s early years, evaluating and assessing their development should be the primary focus. They want to study how young children grown and learn. All the â€Å"results of assessment are used to inform the planning and implementation of experiences, to communicate with the child’s family, and to evaluate and improve teachers’ and program’s effectiveness† (Wortham, p.34). Teachers also use assessment results to in order to plan their curriculum accordingly. So exactly do assessments search for? Assessments look not only for what the child is already capable of doing independently but also what they can do with the help of a teacher or another student (Wortham, p. 35). So how are they assessed exactly? There are many different assessments given to children across the U. S. everyday. These may be administered orally or as written works, such as questionnaires, surveys, or tests. These may include: standardized tests, observations, checklists, rating scales, rubrics, interviews, or portfolios. Each of these serve a different purpose in order to give different pieces of information needed to evaluate the child in question. Standardized tests, though many disagree with them, are meant to measure individual characteristics. Observations, on the other hand, are one of the most effective ways to measure students’ characteristics. When children are young, it can be hard at times to determine if there are any developmental delays (Wortham, p. 39). Developmental checklists, or scopes, are mainly used at all levels of education. These checklists are lists of the learning objectives that have been established by the teacher in order to keep track of their learning and development. Items on a checklist are rated with a negative or positive response from the teacher. Rating scales, unlike checklists, provide measurement on a continuum and are used when a collection of criteria is needed to attain specific information. Another form of assessment teachers commonly use is Rubrics. Rubrics were created to â€Å"evaluate authentic and performance assessments† (Wortham, p. 41). Rubrics, like rating scales, have a range of criteria that must be met. However, unlike rating scales, rubrics can be used to not only determine the quality of performance required, but are also used to assign grades. Rubrics make it easy for students to understand what is expected and is makes it easier for teachers to grade assignments. The final types of assessments that are most frequently used are performance and portfolio assessments. These evaluations might be administered through interviews given directly by the teacher in order to understand the child’s thinking and understanding (Wortham, p. 41). Teachers may present these evaluations through directed assignments, activities, or games. The performance results are typically kept in a student or teacher portfolio. These portfolios contain samples of student’s work and are used as a sort of progress report card. Keeping detailed reports of student’s work in the portfolios help teachers keep track of their student’s progress and help determine which areas of learning are lacking attention (Wortham, p. 41). Overall, according to Wortham, these tests, whether administered to an individual child or a group of students, are meant to determine a student’s â€Å"abilities, achievements, aptitudes, interests, attitudes, values, and personality characteristics† (Wortham, p.39). Now having an understanding of the different types of assessments used to evaluate students and the purpose, let us turn to the negative and positive effects of these evaluations. It is crucial for educators to administer tests and evaluations carefully, because it they are poorly articulated, it can lead to decisions that are unfair or unclear, and they may do harm to programs, teachers, and, most importantly, children (Snow, C. E. Van Hemel, S. B. , p. 341-342). Evaluations and assessments are not meant to punish a child, and therefore, should never be overseen lightly. It is important that the information gathered outweighs any negative effects. Editors of Early Childhood Assessment: Why, What, and How, Catherine E. Snow and Susan B. Van Hemel, explain that â€Å"although the same measure may be used for more than one purpose, prior consideration of all potential purposes is essential, as is careful analysis of the actual content of the assessment instrument. Direct examination of the assessment items is important because the title of a measure does not always reflect the content† (Snow, C. E. Van Hemel, S. B. , p. 346). So what are some negative effects? Negative consequences of assessment findings may include program de-funding, closing a center, firing a teacher, mislabeling a child, or a reduction in program resources (The National Academies of Sciences, 2008). These effects, such as mislabeling a student, can follow students for the rest of their education career. Once a child is entered into a program, it can be difficult at time for teachers to look past that label. Children all develop at different his or her own pace. No one child will develop and learn the same way as another child. They all grow up and develop at different stages. Yet educational theorists have been able to observed and gather enough information to conclude that children, if divided in age groups, do tend to follow a certain development pattern. The problem is, it is hard to determine which children are the outliers in these results without carefully administering proper assessments. Assessments are not used to necessarily judge student or punish them. Their main purpose is to help students, teachers, and parents. So what are some positive effects of assessment and evaluations? Students that benefit from assessments and evaluations are those that are properly observed and tested. Teachers also benefit from the use of assessments because it helps them create an appropriate curriculum for their students. Evaluating children at a young age can have a positive effect if a delay or disability is in fact found, and because it was caught early, the student has a better chance of exceeding their potential in school. Catching developmental delays or disabilities at a young age is the same as finding cancer at an early stage in the sense that the earlier the cancer is found; the chances of survival are greater. Assessment results are used to plan for instruction, evaluate instructional programs, and report student progress. These are all positive results of assessments. Without the results of assessments and test, how can educators determine what to teach their students? Evaluations, if planned and administered properly, can be more beneficial than harmful. Unfortunately, not all teachers evaluate children fairly or appropriately. So it is important for parents to stay involved in their children’s education in the event that the results of an evaluation do not match the potential of their child. Parents should know the norms and abnormalities of their child’s behavior. Therefore, it is always beneficial to the child for parents and teachers to communicate. This way if a child is acting up in class, and the teacher notifies the parent, the parent may confirm any fears right away by simply saying, â€Å"that isn’t like him† or â€Å"he’s just nervous†. Avoiding drastic measures and not jumping to conclusions is the proper way to evaluate a child fairly. What are the predicted long-term benefits to Early Childhood Assessments? Are assessments and student evaluations accurate? Should teachers be required to assess and evaluate students as much as they already do? These are just a few of the questions that plagued educators for years. Too much assessing has placed so much pressure on students and teachers, inevitably taking away a child’s desire to learn for the sake of learning. The purpose of assessments and evaluations is a great concept, but placing too much pressure and emphasis on the test results is tainting the original purpose of learning. References Bers, T. H. Mittler, M. L. (1994). New Directions for Community Colleges. Assessment Testing Myths and Realities: A Critical Review of Student Assessment Options, 69-83. Brink, M. (2002). Involving Parents in Early Childhood Assessment: Perspectives from an Early Intervention Instructor. Early Childhood Education Journal, 29(4), 251-7. Retrieved from Education Full Text database Early, D. M. , McKenna, M. , Slentz, K. L. (2008). A Guide to Assessment in Early Childhood; Infancy to Age Eight. Washington State: Washington State Office of Superintendent of Public Instruction. The National Academies of Sciences (2008). Early Childhood Assessment: Why, What, And How. Retrieved October 19, 2011 from http://www. bocyf. org/head_start_brief. pdf. Early Learning Standards Task Force and Kindergarten Assessment Work Group. (2005). Early Childhood Assessment For Children From Birth To Age 8 (Grade 3). Harrisburg, PA: Pennsylvania’s Departments of Education and Public Welfare. Snow, C. E. Van Hemel, S. B. (2008). Early Childhood Assessment: Why, What, And How. Washington, D. C. : The National Research Council Of The National Academies Wortham, S. (2012). Assessment in Early Childhood Education, (6th ed). Upper Saddle River, NJ: Pearson.

Congressional and Presidential Budgeting Process Essay examples -- Ame

Throughout history there has been much concern over issues regarding the national debt and government spending. The United States has had its ups and downs with the national debt and the balancing of the budget. As a multitude of changes have been made to improve the budget system many believe that too much control over the budget is vested with the president and the executive branch. While the Congressional Budget and Reform Act of 1974 awarded Congress added power and influence in response to this concern over the budget process, the president still has an advantage in the budgetary process. The budget process begins with the formulation of the president’s budget or executive preparation, in which all agencies are required to submit their budget requests to the president. The Office of Management and Budget(OMB) which is the largest office within the Executive Office of the President administers instructions, policy guidance, and tentative budget ceilings to help facilitate departments and agencies fabricate their budget requests. These budget requests are then reviewed and overhauled by the OMB in conformance to the directives from the president. Agencies in disagreement with the OMB’s adjustments have the option of appealing to the president in which the president usually concurs with the OMB. The president then sends the budget to Congress which communicates the president’s discretions and priorities on issues regarding matters of overall size, possible effects on the economy, and allocation of funds among major agencies and programs. (Anderson, 2006) The budget proposal also includes volumes of supporting information intended to persuade Congress of the necessity and value of the budget ... ...ning to the growth or demise of the United States. Each process allows the president and Congress to retain both advantages and hindrances as checks and balances prevent the abuse of power and intrusion by government on individual liberties. Although the president and executive offices hold greater influence in the budget process, Congress has contingencies to assist legislature in obtaining its goals. The president should continue to enjoy leverage in the budget process as he must ensure the movement and progression of the country’s goals and priorities by acting as a facilitator between political parties. Works Cited Anderson, J. (2006). Public policymaking. Belmont, CA: Wabsworth. Library of Congress, Law Library of Congress. (2010). Presidential signing statements Washington, DC: Retrieved from http://www.loc.gov/law/help/statements.php

Analyse the reasons why GBK can achieve higher levels of added value than McDonalds Essay

Customers are more concerned with eating healthier; and have also become increasingly more interested in the quality of food they are eating. Although they want to enjoy a burger they also want to know it’s of good quality. Unlike fast food restaurants like McDonalds, Gourmet burger Kitchen (GBK) offers this higher quality food. By offering this higher quality food it attracts customers, it also allows them to charge more as people are more willing to pay more for a better quality product than a low quality product, this therefore results in GBK achieving higher levels of added value than McDonalds due to this higher quality product. GBK offers a smarter environment than traditional fast food restaurants. This means that the level of service offered is much higher. This allows GBK to achieve a higher level of added value as they are offering something McDonalds isn’t. This is one of their unique selling points. By offering this service it allows them to charge more because the environment people are eating in is smarter, this therefore means an increase in there added value. Robert Tame, founder of fine burger company believes that â€Å"it’s not just about the product. It’s also about the environment you are presenting the burgers in† Food at GBK is considered to be healthy in comparison to the food sold at McDonalds. Customers are more concerned about eating healthier than they have been before, and GBK offers a more varied and less calorie menu. This means that GBK can achieve a higher level of added value than McDonalds because customers don’t mind paying more for something if it’s more beneficial to them than another product on the market. This therefore means that they can achieve this higher level of added value than McDonalds.

The Great Gatsby and the Valley of Ashes Essay - 1149 Words

The Great Gatsby and the Valley of Ashes Many times we hear of societys affect on people; society influencing the way people think and act. Hardly mentioned is the reverse: peoples actions and lifestyles affecting society as a whole and how it is characterized. Thus, society is a reflection of its inhabitants and in The Great Gatsby, by F. Scott Fitzgerald, it is a wasteland described as the valley of ashes. Since the characters of this novel make up this wasteland, arent they the waste? Symbolically, this waste represents the lack of ethics of the 1920s society and civilizations decay. In The Great Gatsby, morals deficiencies such as a lack of God, selfishness, and idleness are reflective of a society as doomed as†¦show more content†¦Eckleburg. He is unable to distinguish God from false idols. Perhaps the society is so far astray from God that they no longer can rectify their immoral ways. After all, the wasteland is like hell, and theres no turning back. Selfishness is a vice that contributes to New Yorks image as a valley of ashes. This egocentrism is commonplace in the characters of The Great Gatsby and gives the impression of a society where people have adopted the me first rationale and a carelessness for altruism. Gatsbys relationship with Nick first started out that way. Gatsby became friends with Nick so that he could come over some afternoon to [Nicks] garden (83) and catch a glimpse of Daisy whom he had waited five years for. Gatsby was using Nick to see her. His friendship with Nick became secondary to his passion for Daisy. Had Gatsby not loved her, he would have never been a friend with Nick because he would not have someone to use. This selfish behavior is also present in Klipspringer, Gatsbys houseguest, when he replies to Nick with uncertainty about his presence at Gatsbys funeral, Well, Ill try. Im staying with some people in Greenwich and theres a picnic or something. What I called up about was a pa ir of shoes I left [at Gatsbys house] (177). Klipspringer takes Gatsbys death with such levity, implying that the funeral is on the same plane of insignificanceShow MoreRelatedThe Valley Of Ashes In The Great Gatsby Analysis1569 Words   |  7 Pages In the novel, The Great Gatsby by F. Scott Fitzgerald,the author uses The Valley of Ashes as a symbol of the tragedy of the middle class, death, and hell in order to show that the poor citizens of America live a tragic life. The reader is first introduced to the dirty, impoverished Valley of Ashes when Tom Buchanan brings the narrator Nick Carraway to meet his mistress, and is later used as a setting of tragedy. Nick first arrives in the Valley of Ashes when Tom forces him to meet Myrtle, his mistressRead MoreWhat Is The Valley Of Ashes In The Great Gatsby1311 Words   |  6 Pagesfiction novel The Great Gatsby, by F. 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