435 Benchmark

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435

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Sociology

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Apr 25, 2024

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Evana Green 08/10/23 ECS 435 Prof. French The importance of selecting appropriate assessment tools for data collection to make instructional decisions for young students, is expressed in many ways. Effective assessment of any child can be a challenge; having a portfolio of observations, documentations, and other assessments are useful when try to plan lessons and implement modifications of curriculum and experiences, to communicate with the child’s family, and to evaluate and improve educators’ and the program’s effectiveness. The complexity of children’s development and learning and the chances of children demonstrating their knowledge and skills in different situations can make accurate and comprehensive assessment difficult for educators. Authentic assessment takes into consideration such factors as a child’s ability in the language they speak and uses assessments and settings that are familiar and comfortable for the child. Formal, informal, formative, and summative assessments are all ways to gather information in support of better providing an education for students. We can provide monthly assessments to maintain a consistent but not overwhelming stream of assessment data showing individual benchmarks for student progress this can be used as a formal assessment used for all students in the classroom. On-demand assessments can be given at any time during the school year between monthly assessments, this is an informal assessment that should be used when you see a student that is not able to keep up even after having modified his work and provides a continuous progress monitoring tool. As we work through a unit, we can utilize formative assessments or a “progress monitoring” to ensure that the students is able to successful complete the unit, before evaluating them on the entire unit (summative assessment). As educators, many of us include assessment-related activities in the curriculum to facilitate” authentic assessment” and to make assessment a fundamental part of our daily practice. This way we can create and take advantage of unplanned opportunities to observe young children in play and in spontaneous conversations and interactions, in adult-structured assessment contexts as well as when children are participating in a group activity and doing an individual activity. Having a system in place to collect, make sense of, and use observations, documentation, and assessment information to guide us as Educators in planning curriculum and learning experiences and in moment-to-moment interactions with children, is a continuous way to engage in assessment for the purpose of improving teaching and learning. We have ethical Responsibilities to Children is a unique and valuable stage in the human life cycle. It was our responsibility is to provide care and education in settings that are safe, healthy, nurturing, and responsive for each child . There are also many laws that support students with exceptionalities. For example, §1414. Evaluations, eligibility determinations, individualized education programs, and educational placements. This is where a n

educational agency, either State or local handle the processing of a full and individual initial evaluation before the initial provision of special education and related services to a child with a disability. There is also the individuals with Disabilities Education Act (IDEA) is a law that ensures free appropriate public education to eligible children with disabilities.

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