Assessments


Assessments

           
Previously in education, the way of assessments were completed was through a norm-referenced approach. Now, we as educators, have realized that was a wrong way to approach assessment. A criterion-referenced assessment sets up on expectation that the student must meet in order to receive a satisfactory grade. Fairness in an evaluation or assessment needs to be grounded in the belief that all students should be able to demonstrate their learning regardless of their gender, ethnicity, geographic needs, socio-economic status and/or other factors.

“The Kindergarten program is a child-centred, developmentally appropriate, integrated program of learning for four- and five-year-old children. The purpose of the program is to establish a strong foundation for learning in the early years, and to do so in a safe and caring, play-based environment that promotes the physical, social, emotional, and cognitive development of all children.” (Ontario Ministry of Education, 2016, p. 8).





In order for parents to receive concise and informative information about their child, we as educators, must be genuine in our assessments, evaluations and well-versed in all educational documents/resources. Understanding the documents: How does Learning Happen, Growing Success and the Kindergarten Program will enable us to connect learning and assessment.

"The assessment, evaluation and reporting policy for kindergarten aligns with content, philosophy, and intent of the Kindergarten program. A play-and-inquiry-based program designed to be developmentally appropriate for young children. Assessment is conducted concurrently with instruction and is an integral part of learning in Kindergarten. Assessment, evaluation and reporting policy is based on a view of the young child as "competent, capable of complex thinking, curious, and rich in potential" and actively engaged in the assessment process. The policy also recognizes that children enter Kindergarten in different stages of development and with diverse backgrounds and experiences, and that they will also leave Kindergarten demonstrating variations in growth and learning in relation to expectations." (Ontario. 2010)

         
  There are three types of assessments that follow a core of seven principles. Assessments are conduct for learning, as learning and of learning. They are rooted in seven principles under a framework of transparency, fairness, and support for all that meet curriculum goals and expectations. Therefore, once we follow these guidelines in our programs, we can ensure that our students are receiving the best education. Also, our early childhood programs should consist of a co-constructing learning environment. Both educators and students can learn from each other and develop a relationship that they can engage throughout the day in various different ways or objectives.





Reference

Ontario Ministry of Education. (2016). The Kindergarten Program. Retrieved from

https://files.ontario.ca/books/kindergarten-program-en.pdf

Ontario. (2010). Growing success: Assessment, evaluation and reporting in Ontario's schools:
covering grades 1 to 12. Toronto: Ministry of Education.


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