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    Child Assessment

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    Jamie Villanueva Canauay
    Childhood assessment is a process used to gather information about a child's development, review the information, and plan educational activities matched to the child's level. It helps understand and support a child's development and evaluate program effectiveness. The purposes of assessment include screening for potential problems, informing instruction, diagnosing strengths and needs, and evaluating programs. Assessment tools address various domains of development and use methods like observations, portfolios, ratings, and standardized tests. Considerations in early childhood assessment include understanding the family context, flexible procedures for young children, and ensuring assessments are meaningful and useful rather than just increasing data collection.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Child Assessment

    Uploaded by

    Jamie Villanueva Canauay
    818 views14 pages
    Childhood assessment is a process used to gather information about a child's development, review the information, and plan educational activities matched to the child's level. It helps understand and support a child's development and evaluate program effectiveness. The purposes of assessment include screening for potential problems, informing instruction, diagnosing strengths and needs, and evaluating programs. Assessment tools address various domains of development and use methods like observations, portfolios, ratings, and standardized tests. Considerations in early childhood assessment include understanding the family context, flexible procedures for young children, and ensuring assessments are meaningful and useful rather than just increasing data collection.

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    Child Assessment PPT

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    Child Assessment PPT

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    Childhood assessment is a process used to gather information about a child's development, review the information, and plan educational activities matched to the child's level. It helps understand and support a child's development and evaluate program effectiveness. The purposes of assessment include screening for potential problems, informing instruction, diagnosing strengths and needs, and evaluating programs. Assessment tools address various domains of development and use methods like observations, portfolios, ratings, and standardized tests. Considerations in early childhood assessment include understanding the family context, flexible procedures for young children, and ensuring assessments are meaningful and useful rather than just increasing data collection.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    818 views14 pages

    Child Assessment

    Uploaded by

    Jamie Villanueva Canauay
    Childhood assessment is a process used to gather information about a child's development, review the information, and plan educational activities matched to the child's level. It helps understand and support a child's development and evaluate program effectiveness. The purposes of assessment include screening for potential problems, informing instruction, diagnosing strengths and needs, and evaluating programs. Assessment tools address various domains of development and use methods like observations, portfolios, ratings, and standardized tests. Considerations in early childhood assessment include understanding the family context, flexible procedures for young children, and ensuring assessments are meaningful and useful rather than just increasing data collection.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 14

    WHAT IS CHILDHOOD ASSESSMENT?

    oCHILDHOOD ASSESSMENT IS A PROCESS OF GATHERING INFORMATION ABOUT A CHILD, REVIEWING THE


    INFORMATION, AND THEN USING THE INFORMATION TO PLAN EDUCATIONAL ACTIVITIES THAT ARE AT A
    LEVEL THE CHILD CAN UNDERSTAND AND IS ABLE TO LEARN FROM.
    oIT HELPS TO UNDERSTAND AND SUPPORT A YOUNG CHILDS DEVELOPMENT, AND TO DOCUMENT AND
    EVALUATE HOW EFFECTIVE PROGRAMS ARE FOR CHILDREN.
    PURPOSE OF CHILD ASSESSMENT
    SCREENING
    TO IDENTIFY POTENTIAL PROBLEMS IN DEVELOPMENT; ENSURE DEVELOPMENT IS ON TARGET.

    INSTRUCTIONAL
    TO INFORM, SUPPORT, AND MONITOR LEARNING.

    DIAGNOSTIC
    TO DIAGNOSE STRENGTHS AND AREAS OF NEED TO SUPPORT DEVELOPMENT, INSTRUCTION, AND/OR BEHAVIOR.
    TO DIAGNOSE THE SEVERITY AND NATURE OF SPECIAL NEEDS, AND ESTABLISH PROGRAM ELIGIBILITY.

    ASSESSMENT FOR PROGRAM EVALUATION


    TO EVALUATE PROGRAMS AND PROVIDE ACCOUNTABILITY DATA ON PROGRAM OUTCOMES FOR THE PURPOSE OF PROGRAM
    IMPROVEMENT.
    ASSESSMENT INSTRUMENTS ADDRESS THE
    FOLLOWING:
    APPROACHES TO LEARNING MATH/NUMERACY
    PHYSICAL/MOTOR SENSORY FUNCTION
    SOCIAL/EMOTIONAL TEMPERAMENT
    COGNITIVE BEHAVIOR
    COMMUNICATION AND LANGUAGE SPECIFIC DISABILITY
    LITERACY
    CONSIDERATIONS IN EARLY CHILDHOOD
    ASSESSMENT
    COMPLETE AND MEANINGFUL ASSESSMENT IN EARLY CHILDHOOD NECESSITATES AN UNDERSTANDING OF FAMILY CONTEXT,
    INCLUDING GETTING TO KNOW FAMILY LANGUAGE AND CULTURE, GATHERING DEVELOPMENTAL INFORMATION FROM
    PARENTS, AND CONDUCTING HOME VISITS WITH PARENT APPROVAL.
    YOUNGER CHILDREN PRESENT SOME COMPLEX CHALLENGES AND REQUIRE FLEXIBLE PROCEDURES FOR GATHERING
    MEANINGFUL AND USEFUL ASSESSMENT INFORMATION.
    YOUNG CHILDREN LEARN BY DOING, AND DEMONSTRATE KNOWLEDGE AND SKILLS THROUGH ACTION-ORIENTED ACTIVITIES.
    MORE ASSESSMENTS AND INCREASED DATA DO NOT NECESSARILY RESULT IN BETTER ASSESSMENT INFORMATION.
    SOME ASSESSMENT INSTRUMENTS AND PROCEDURES ARE BETTER THAN OTHERS.
    TYPES AND PROPERTIES OF ASSESSMENTS
    STANDARDIZED ASSESSMENTS
    INVOLVES A PREDETERMINED SET OF ASSESSMENT ITEMS THAT REPRESENT STANDARDS OF KNOWLEDGE AND/OR
    SKILLS.
    NORM-REFERENCED ASSESSMENTS
    COMPARE A CHILDS SCORE TO THE SCORES OF A GROUP OF SAME-AGE PEERS (NORM GROUP).
    CRITERION-REFERENCED ASSESSMENTS
    MEASURE A CHILDS PERFORMANCE AGAINST A PREDETERMINED SET OF CRITERIA, GENERALLY DEVELOPMENTALLY
    SEQUENCED OR TASK ANALYZED SKILLS.
    CURRICULUM-REFERENCED ASSESSMENTS
    ARE CRITERION-REFERENCED INSTRUMENTS THAT ARE PACKAGED WITH AN ALIGNED SET OF CURRICULUM GOALS.
    READINESS ASSESSMENTS
    ARE TESTS THAT GATHER INFORMATION TO DETERMINE HOW WELL A CHILD IS PREPARED FOR A SPECIFIC
    PROGRAM.
    CHILD ASSESSMENT METHODS
    METHODS OF CHILD ASSESSMENT CAN BE INFORMAL (CONDUCTING NATURAL OBSERVATIONS,
    COLLECTING DATA AND CHILDRENS WORK FOR PORTFOLIOS, USING EDUCATOR AND TEACHER
    RATINGS) AND FORMAL (USING ASSESSMENT TOOLS SUCH AS QUESTIONNAIRES AND
    STANDARDIZED TESTING). BOTH METHODS ARE EFFECTIVE AND CAN HELP INFORM EDUCATORS
    AND PARENTS ABOUT A CHILDS PROGRESS.
    a) OBSERVATIONS CAN BE MADE WITH MINIMAL OR NO INTRUSION INTO CHILDRENS ACTIVITIES.
    EDUCATORS CAN OBSERVE ALL FACETS OF DEVELOPMENT, INCLUDING INTELLECTUAL,
    LINGUISTIC, SOCIAL-EMOTIONAL, AND PHYSICAL DEVELOPMENT, ON A REGULAR BASIS.
    b) PORTFOLIOS ARE A RECORD OF DATA THAT IS COLLECTED THROUGH THE WORK CHILDREN
    HAVE PRODUCED OVER A PERIOD OF TIME. THE COLLECTION CLEARLY SHOWS THE PROGRESS
    OF A CHILDS DEVELOPMENT. PORTFOLIOS CAN BE AN IMPORTANT TOOL IN HELPING FACILITATE
    A PARTNERSHIP BETWEEN TEACHERS AND PARENTS.
    CHILD ASSESSMENT METHODS
    c) EDUCATOR RATINGS ARE USEFUL IN ASSESSING CHILDRENS COGNITIVE AND LANGUAGE
    ABILITIES AS WELL AS THEIR SOCIAL-EMOTIONAL DEVELOPMENT. THESE RATINGS CAN BE
    LINKED TO OTHER METHODS OF ASSESSMENT, SUCH AS STANDARDIZED TESTING OR
    OTHER ASSESSMENT TOOLS.
    d) PARENT RATINGS INTEGRATE PARENTS INTO THE ASSESSMENT PROCESS. PARENTS WHO
    ARE ENCOURAGED TO OBSERVE AND LISTEN TO THEIR CHILD CAN HELP DETECT AND
    TARGET IMPORTANT MILESTONES AND BEHAVIORS IN THEIR CHILDS DEVELOPMENT.
    e) STANDARDIZED TESTS ARE TESTS CREATED TO FIT A SET OF TESTING STANDARDS. THESE
    TESTS ARE ADMINISTERED AND SCORED IN A STANDARD MANNER AND ARE OFTEN USED
    TO ASSESS THE PERFORMANCE OF CHILDREN IN A PROGRAM.
    CLASSIFICATION AND
    DIAGNOSIS
    COMMONLY
    IDENTIFIED
    DIMENSIONS
    THE DIAGNOSTIC AND
    STATISTICAL MANUAL
    NEURODEVELOPMENTAL
    DISORDERS
    TREATMENT
    INTERVENTIONS TODAY ARE PLANNED BY COMBINING THE MOST EFFECTIVE APPROACHES TO A PARTICULAR PROBLEM
    THE MOST USEFUL TREATMENTS ARE BASED ON WHAT WE KNOW ABOUT A PARTICULAR CHILDHOOD DISORDER
    DATA IS NEEDED TO SHOW THAT INTERVENTIONS WORK
    MULTIPLE PROBLEMS REQUIRE MULTIPLE SOLUTIONS
    PROBLEM-SOLVING STRATEGIES ARE PART OF A SPECTRUM OF ACTIVITIES FOR TREATMENT, MAINTENANCE, AND
    PREVENTION
    INTERVENTIONS ARE PART OF AN ONGOING DECISION-MAKING APPROACH
    TREATMENT GOALS
    OUTCOMES RELATED TO CHILD FUNCTIONING
    REDUCE OR ELIMINATE SYMPTOMS
    REDUCE DEGREE OF IMPAIRMENT IN FUNCTIONING
    ENHANCE SOCIAL COMPETENCE
    IMPROVE ACADEMIC PERFORMANCE

    OUTCOMES RELATED TO FAMILY FUNCTIONING


    REDUCE LEVEL OF FAMILY DYSFUNCTION
    IMPROVE MARITAL AND SIBLING RELATIONSHIPS
    REDUCE STRESS
    ENHANCE FAMILY SUPPORT
    TREATMENT GOALS
    OUTCOMES OF SOCIETAL IMPORTANCE
    IMPROVE CHILDS PARTICIPATION IN SCHOOL-RELATED ACTIVITIES
    DECREASE INVOLVEMENT IN JUVENILE JUSTICE SYSTEM
    REDUCE NEED FOR SPECIAL SERVICES
    REDUCE ACCIDENTAL INJURIES OR SUBSTANCE ABUSE
    ENHANCE PHYSICAL AND MENTAL HEALTH
    ETHICAL ISSUES IN CLINICAL WORK WITH
    CHILDREN AND FAMILIES
    1. CHILDREN ARE MORE INHERENTLY VULNERABLE THAN ADULTS.
    2. CHILDRENS ABILITIES ARE MORE VARIABLE AND CHANGE OVER TIME.
    3. CHILDREN ARE MORE RELIANT UPON OTHERS AND UPON THEIR ENVIRONMENT.
    4. ETHICAL PRINCIPLES AND PRACTICES IN THE TREATMENT OF ADULTS MUST BE MODIFIED IN RESPONSE TO THE
    CHILDS CURRENT DEVELOPMENTAL ABILITIES AND LEGAL STATUS.
    5. BOUNDARY AND ROLE ISSUES ARE OFTEN MORE PREVALENT AND MORE COMPLEX WHEN CARING FOR CHILDREN
    THAN FOR ADULTS.
    6. ADULT PRACTICES, AND THE ADULT KNOWLEDGE BASE, DO NOT TRANSFER RELIABLY TO THE CARE OF CHILDREN.
    7. PRACTITIONERS MUST DEVELOP SKILLS TO WORK WITH FAMILIES, AGENCIES, AND SYSTEMS.
    8. IT IS KEY TO MONITOR ONES OWN ACTIONS AND MOTIVATIONS.
    9. SEEKING CONSULTATION AND ADVICE IS HELPFUL IN DIFFICULT SITUATIONS.
    10. IT IS ESSENTIAL TO MAINTAIN AN ABSOLUTE COMMITMENT TO THE SAFETY AND WELL-BEING OF THE PATIENT.

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