Curriculum Planning

ECC1063 / ECE4063
 TOPIC 5

LEARNING AND TEACHING AND

ASSESSMENT
 What is Curriculum Assessment
• Assessment in a learning system is a process to support and improve the progress and achievement
of learners
• Is designed to discover what children know and understand, based on what they make, write, draw,
say and do. Early childhood professionals assess the progress of children’s learning and
development, what children are ready to learn and how they can be supported.
• The curriculum in early childhood needs to be assessed on an ongoing basis
• Allows to make a necessary adjustments that can be beneficial for the children, because they are
constantly developing
• Evaluation should foster children’s growth and should also provide useful information for the
parents
• Assessment may be informal (from conversations and observations) or it may be formal (a planned
assessment activity)
To Assess Children’s • Every learning & achievement need to be
assessed and written down
Learning & • Objectives can de designed and adjusted to
Involvement increase the child’s progress

• Assessment of children’s development is

To Assess the Child’s necessary
Development • It yields important information for the teacher,
child and parents

• To reflect on practice as a teacher

To Evaluate the • To continue making improvements
Teacher
 evaluation

Whether
children’s needs
diagnostic are met
a process to
types Assessment
formative determine
Whether objectives
summative
are achieved

can be done in
formal or
informal forms
 Establishing a
classroom
that support
learning

Grading Planning &

Academics Conducting
Learning & Instruction
Progress (teaching)
5.1
PURPOSE OF
ASSESSMENT
Diagnosing
Students Placing
Problems & Students
Disabilities

Provide
Feedback
 Establishing a Planning &
classroom that Conducting Provide Feedback
support learning Instruction (teaching)

Increase student’s To inform parents

motivation to learn Too determine about their child's
student’s readiness progress and
achievements
Identify student’s
weaknesses
Giving input to the
To provide
To improve the weak teacher about the
information to the
students in a more effectiveness of his
instructions policy makers
effective way
 Diagnosing Grading Academics
Students Problems Learning & Placing Students
& Disabilities Progress
Provide information Teachers can
to the teacher about determine the
the student's level of appropriate level for
mastery in learning Provide information students to start
knowledge and skills about the student's learning
level of mastery and
overall ability in terms
Provide information of knowledge, skills Able to select students
about student’s and attitudes to be grouped in a
difficulty or disabilities group based on their
in learning mastery level
 5.2 Principles of
Implementing Assessment –
How to assess?

Reliability
Fair

Validity
Flexibility
 Fair Flexibility Validity Reliability

• should apply • most accurate and • assessment to be • assessors should

reasonable adjustments meaningful based on evidence consistently interpret
and take into account assessment for that demonstrates, assessment evidence,
the individual children when they that a learner could and that no matter
learner’s needs are conducted in the demonstrate these who is assessing,
• it should include child’s natural skills and knowledge assessment results are
learners with environment, and in other similar comparable
disability to when they provide situations • it is important that the
participate in opportunities for • assessment of evidence collected
education and feedback along the knowledge and skills is through various
training on the same way (Hatch, 2010; integrated with their forms of assessment
basis as learners Grisham-Brown et al., practical application reflects each child’s
without disability. 2006) abilities, and how
• captured children’s they approach
competencies and learning, as well as
incremental the outcomes of their
developments in their efforts (Puckett and
skills (Baldwin et al., Black, 2008)
2009
 5.3 Scope of Assessment – What to assess?

• to use assessment to recognise and build upon existing behaviours - focusing

on children’s developing knowledge, skills, attitudes and dispositions (character)
• learning dispositions such as courage, curiosity, trust, playfulness, perseverance,
confidence and responsibility
• dispositional behaviours that children display for approaching learning; for
example: taking an interest, being involved, persisting with difficulty and
uncertainty, taking risks, asking for help, expressing a point of view or sharing
knowledge
 5.4 Modes of Assessment – Who should
assess?
• Ideally the assessor is the educator or someone who knows the child
• Assessment of young children can be complex, there are tremendous amount of
variance in each child,
• The process of choosing the right assessment tools varies for each early
childhood program, educators must be aware that the children may not be
demonstrating the full scope of their capabilities
• Different types of assessments have different purposes, and it is important to
determine what should be measured
• help to identify students’
current knowledge of a
subject, their skill &
capabilities, & to clarify • it takes place after the
misconceptions before
teaching takes place
• knowing students’ strengths
Formative learning has been completed
and provides information
and feedback that sums up
and weaknesses can help to the teaching and learning
plan better on what to teach process
and how to teach • typically, no more formal
• Examples: • provides feedback and learning is taking place at
• Pre-tests (on content and information during the this stage, other than the
abilities) instructional process completion of projects and
• It measures student progress assignments
• Self-assessments (identifying
skills and competencies) and assess teacher’s progress • rubrics, often developed as a
• Discussion board responses as an instructor set of standards or
(on content-specific • typically are not graded and expectations, & given to
prompts) act as a gauge to students’ students before they begin
learning progress and to working on a particular
• Interviews
determine teaching project
effectiveness
Diagnostic Summative
 5.5 Records and Reports on the Progress of
Children’s Learning – Student Portfolios
• Observations can be made with minimal or no intrusion into children’s activities. Educators can observe all
facets of development, including intellectual, linguistic, social-emotional, and physical development, on a regular
basis.
• 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 child’s development. Portfolios can be an important tool in
helping facilitate a partnership between teachers and parents.
• Educator Ratings are useful in assessing children’s 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.
• 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 child’s development.
• 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.
 SAMPLE of
ASSESSMENT
TOOLS
 REFERENCES
• Michael A. Russsel & Peter W. Airasian (2012). Classroom Assessment – Concepts &
Applications (7th Ed.)
• Claudia Eliason & Loa Jenkins (2008), A Practical Guide to Early Childhood Curriculum (8th
Ed.)
• https://theeducationhub.org.nz/principles-of-assessment/
• https://theeducationhub.org.nz/what-is-assessment-in-early-childhood-education-2/
• https://govinfo.library.unt.edu/negp/reports/prinrec.pdf
• https://www.education.vic.gov.au/documents/childhood/providers/edcare/pracassess.pdf
• https://www.exchangepress.com/library/5015972.pdf
• https://www.acf.hhs.gov/sites/default/files/documents/opre/early_child_assess.pdf
 REFERENCES
• https://www.niu.edu/citl/resources/guides/instructional-guide/formative-and-
summative-assessment.shtml