In every education system, the learners learn the curriculum content designed to meet both specific short and long-term objectives. To assess the worthiness and the effectiveness of the curriculum and its content, the learners are subjected to both formal and informal assessment to determine the extent to which they are learning and how the objectives are being realized as they progress within their learning environments ( Drummond, 2012). This essay will discuss the history of the tests and measurements, the current test and measurement practices, purposes of different assessments, the issues with the current assessment practices and how the teacher can informally assess the students in preparation for formal assessment.
History of tests and measurements
Investment in the early childhood education in many countries has been on the increase. The designing of effective test evaluation strategies to track the progress of children is significant. ( Iltus,2007 ). There is a growing concern for the measurement of children’s motives, attitudes, and self-esteem. This makes it possible for early childhood educators to formulate effective measurement and evaluation strategies. It signifies awareness in need and value of such strategies in the young learners. Evaluation in the curriculum is done through various tests and measurements. This is the process of obtaining information through testing and direct observation of behavior to make informed decisions. (Snow & Van Hemel,2008). This is useful in assessing the learner’s progress towards the given goals and objectives. In any learning environment, evaluation procedures should be well structured as they are vital in determine the worthy of the curriculum and giving a blueprint of how the objectives set out by the curriculum are being achieved and how best they can be achieved.
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The current tests and measurement practices
It is the responsibility of the teacher to determine the best form of assessment and evaluation of learners based on which objectives he or she is evaluating. The current test and measurement can be done through several ways to enable determine the set learning objectives. Some of the practices include behavioral observation to measure how the learners have incorporated learning experiences. The teachers can also use checklists used for observing certain traits exhibited. In the early childhood education, teachers mainly employ assessment through oral means whereby the reading and writing abilities of the learners are not yet well developed. In other instances, the written tests and examinations are used. All test and measurement practices should have validity, validity, reliability, objectivity, usability and discrimination which will adequately and effectively enable the teacher to evaluate the learning outcomes of the learners. In test procedures, the teacher can use various assessment procedures such as essay test, completion exercises, yes or no questions, short structured questions that require completing and filling answers, short drawing projects and so on. The choice of the test and measurement practice depends on the teacher and should effectively measure the learning outcome. ( Featherstone, 2011)
The purpose of different assessments
In early childhood education the different assessment practices serve many purposes. Such include informing parents of the learners in the early childhood education. Regarding the progress and performance of their children, the parents should have a knowledge of how their children are faring on during their learning. This is possible through evaluating the learners which will provide information on their progress. Therefore, in the different assessment practices in the education system; it is possible for the parents and guardians of the children to know the performance levels of their children and thereafter seek on ways to help them perform better. Assessment is a means of informing parents (Bagnato, 2007)
Assessment is useful in the learning process as it will help form a basis of promotion to the next level of academic learning. In cases where a learner has not merited, he or she is supposed to repeat in the same class till he qualifies to be promoted to the next high possible level or grade. Alongside serving as promotion basis, students can be motivated through evaluation. Learners who perform well should be appreciated and motivated to work better. Equally to those who perform lowly will be motivated to work hard in the next test.
The different assessment practices measure the efficiency and success of methods of teaching. The teacher should evaluate his or her learners to determine the effectiveness of the teaching method employed. This will assist him or her to adjust to the best teaching methods when it is necessary to help the learners have better learning outcomes. It has been proved that the teaching strategies that are poor contribute to low performance by the learners. Evaluating and choosing the right methodology will enable the teacher to deliver the content effectively. ( Drummond, 2012)
Issues with current assessment practices
The current assessment practices are vital in the curriculum to determine the effectiveness of the curriculum. In contrast, there are many issues regarding these curriculum evaluation strategies. Examinations for example have been used to measure meritocracy within the education system. This makes the learners study for exam and as a result they tend to cram instead of having mastery of content. Learners in the early childhood education have a playing mind. This makes it hard to concentrate on the studies in this age. Examination is equally not the best way to test knowledge. Sometimes learners can fail exams may be due to sickness. The one or two hours of examination is not effective in destemming learner understanding. Other issues in the current assessment practices include lack of proper consideration of the individual differences of the learners. Different learners have got different learning paces and skills which are often not considered in evaluation and assessment strategies.
How teachers can informally assess students
Teachers can use informal assessment to gather data for evaluating the learners. Informal assessment procedures include home works, games in class, student observation records and other given tasks in class. In preparation for formal assessment, informal assessment is useful, and teachers should use it prior to formal assessment. They should give learners tasks and other assignments. In early childhood education, the learners give significant data for evaluation and therefore such data should be carefully considered and used in formulating the formal evaluation strategies. In the curriculum evaluation, teachers should always informally assess their students in preparation for formal assessment to help determine their strengths and weaknesses.
In conclusion, the various trends of assessment in the contemporary education systems and in this case in the early childhood education play a significant role in the education system. Such evaluation results are used for motivation purposes, feedback, promotion basis to next higher grades and can be used for guidance and counselling as discussed in this essay. Moreover, on the other hand, such strategies in evaluating learner progress must be carefully considered based on the issues and concerns raised in this essay such as consideration of learner’s individual differences.
References
Bagnato, S. (2007). Authentic assessment for early childhood intervention: Best practices . New York: Guilford.
Drummond, M. (2012). Assessing children’s learning . London: David Fulton.
Featherstone, S. 2(011). Catching them at it: Assessment in the early years . London: A & C Black.
Iltus, S. (2007). Significance of home environments as proxy indicators for early childhood care and education. Paper commissioned for the EFA Global Monitoring Report .
Snow, C and Van Hemel, B. (2008). Early childhood assessment: Why, what and how . Report of the Committee on Developmental Outcomes and Assessment for Young Children for the National Research Council . Washington, DC: National Academies.
