Authentic Assessment: Please Define!

I find myself in an unexpected and interesting collaboration. I am contributing to a revision of an authentic developmental assessment for B-6. What do you need from your assessment system? How does it enable you to make instructional decisions. What are the problems? Which areas do you feel need to be represented? strengthened? omitted? How can you manage tier one assessment with a group of children in a classroom setting? I look forward to your thoughts!

Perfect Early Childhood Assessment

So I find myself on this amazing but unexpected journey. I am contributing to a comprehensive B-6 developmental assessment. So I ask you...what does a good assessment (classroom based) look like? What do you need it to do/inform? What areas of development do you rely on the assessment to guide the instruction (if any). I truly am in need of your input. I have some ideas, but it has been awhile since I managed a classroom of 20 or more preschoolers and used a comprehensive tier 1 assessment. If you could list your top 10 things an authentic (feel free to define authentic) assessment must do...what would they be?

Irresistible Ideas for Play based Learning

This might be my favorite creative link to date.
Love the ideas, the message and the process.
Check out their facebook page
and make sure and take a look
at the photo's and blog!

Welcome Kent Students

Feel free to browse through posts or check out some of the blogs that I recommend. Blogspot of the day is from TED
There are many TED talks and TEDxchange discussions related to early childhood.
enjoy

Language Castle Blog

March is post a creative and exceptional blog a day month....for me!

Here is the first Language Castle


 enjoy...

Meeting standards through play

Accountability is not the way you might describe this picture, but that is exactly what I hope you see. As we strive to meet a variety of child outcome and program standards, we are pressured to produce results. This play experience fully engaged seven children for 45 minutes. During this session, children problem solved, asked questions, negotiated physical space (both fine and gross motor) made and tested predictions, enhanced social skills and most importantly laughed and expressed excitement and joy each and every time a marble made it successfully through the maze. Representation and retelling would complete this activity and add to the experience so that it would demonstrate children's development in all 50 learning outcomes aligned with the curriculum. This is the measure of "worthiness" for activities and instruction. Step back and reflect on each moment you are "instructing". Look at each child's expressions. Listen for the joy. Base your planning and decisions on providing rich and meaningful play based programming as you articulate how you best learn with children and surpass the standards!

all is calm, all is bright

Tonight we finish the second of many holiday celebrations. I have a personal challenge. We hosted our annual toy party, where everyone brings a toy and we deliver to the local shelters. It is very nice to have a focus to gather family and friends, but I am also going to give charitable gifts this year. So pick a cause, donate as much as you can afford in the name of a person you would struggle to buy for. Here are a few ideas. Children's books to a local Head Start or preschool. Food or toys to the local animal shelter. Toys, coats, mittens to the local woman's shelter. Take a pic, a copy of the receipt and a nice handwritten note and "wrap" for the person who you donated "from". Tis the season.