REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 1

Report of Early Childhood Professionals Views of Assessment

Rachel Dodds

Michigan State University

REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 2

Report of Early Childhood Professionals Views of Assessment

Introduction

This Interview Report is based on interviews conducted of three Early Childhood

professionals, in order to learn more about how each professional uses assessments in their

classroom. The purpose of this assignment is to understand how assessment helps educators in

the classroom, gaining an understanding of a variety of standardized and non-standardized

assessment instruments and techniques, and learn to use assessments alongside curriculum and

teaching in the classroom. The professionals interviewed were Erica Coln (MSU Child

Development Laboratory in Haslett with 20 years of experience), Missy Arocha (Lewton

Elementary School in Lansing with 21 years of experience), and Kelli Dodds (Spring Mills

Elementary School in Highland with 17 years of experience). These three professionals were

chosen because of the ages of children they teachMs. Coln teaches four-year olds and Ms.

Arocha and Ms. Dodds both teach kindergartenwhich is close in age to the ages of children

that I am interested in teaching, Kindergarten. From these interviews, I hope to discover how the

teachers balance the assessment processes with teaching, the advantages and disadvantages of

standardized testing in Kindergarten, and how to individualize assessment processes for children

who have special needs.

Interview Summary and Analysis

The first question asked was What types of assessments do you use in your work with

children? Ms. Coln replied that in her classroom she collects data about childrens

development through the use of anecdotal notes, taking work samples or photos, using checklists,

and collecting language samples in order to align a childs development with the COR

Advantage standards by High Scopethese methods allow for development to be recorded for
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 3

each child in all domains (aesthetic, cognitive, physical, social, emotional, and language and

literacy). Ms. Arocha stated that she uses formative, summative, standardized, and observational

assessments in her classroom. Ms. Dodds informed me that she uses the Michigan Literacy

Progress Profile (MLPP) assessment, the Northwest Evaluation Association (NWEA)

assessments, district assessments, as well as observation and anecdotal notes.

For this question, all the professionals shared assessments that they use that are

observation-based, formative or summative, and standardized assessments. For Ms. Coln, the

assessments she used were different because she is a preschool teacher who follows a High

Scope curriculum, though both kindergarten teachers used similar assessmentsmeasuring

similar standards and growth in the same subject areas, though different assessments because of

district preferences. Each professional uses different assessment instruments, but similar

assessment methods.

Next, all three professionals were asked how often children were assessed in their

classrooms. Ms. Coln replied simply, every day. Similarly, Ms. Arocha described her

assessment process as constant, in which she documents progress for district assessments or

other things such as a child making improvements in writing, a child showing more awareness

for routines, or a child demonstrating understanding of taking turns. Ms. Dodds answered that

she uses anecdotal and observational assessments daily, MLPP assessments occur every three

weeks, the NWEA testing happens in October and April, and district assessments usually are

given monthly.

In summary, each professional shared that assessment occurs every day in each of their

classrooms. Though the kindergarten teachers were required to use district assessments and state

standardized assessmentssuch as the NWEA or MLPP)while Ms. Coln did not use state
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 4

standardized assessments. The district assessments were different for each kindergarten teacher

since they both work for different school districts.

The three professionals also responded to the question, How do you use the assessment

information that you collect? To this, Ms. Colon stated that she uses assessment information for

discussing what to do next with children to promote development, planning purposessuch as

planning specific activities for childrenas well as using the RTI Assessment to track and

record each childs individual progress, which shows up sort of like a portfolio online with all

the assessment results she has gathered. Ms. Arocha informed me that she uses assessment

results to guide instruction for each child. Ms. Dodds uses assessment results to compare to

other assessments a child has taken to see how a child is progressing in each subject area; these

results are also compared to behaviors and learning that she sees in the classroom, to better

understand each childs progress. Additionally, Ms. Dodds uses the information to understand

what content needs to be retaught or extended uponwhich may be done in small groups with

her one-on-one during learning centers.

In regards to the similarities between the answers of each professional for this question, it

is clear that assessment results are used to see each childs progress in the classroom. These

results also inform teachers about instruction, moving forward. For both age groups, educators

used assessment results to compare to developmental milestones or to the progress of the class as

a whole. Though, Ms. Arocha did not mention how she compared assessment results in her

classroomshe mainly uses assessments to guide instruction.

Fourthly, the professionals were asked how assessment information was shared with

parents. Ms. Coln explained that parent-teacher conferences allow her to share documentation

of anecdotal notes, photos of a significant moment in a childs development, and a COR report in
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 5

order to discuss how to move forward with each childs development and growth. Ms. Arocha

uses daily communication sheets that are sent home with each studentwhich are signed by

parentsto inform families about behavior or academic issues or concerns that she may have.

Results from standardized assessments are shared with families through report cards and

discussion with parents during parent-teacher conferences. Ms. Dodds shares assessment

information with families during parent-teacher conferences, though if there is reason for

concern about a childs behavior or academic progress, she uses phone calls or emails to invite

families to meet and discuss assessment results and what needs to be done to help the child

progress.

Overall, all three professionals used parent-teacher conferences to share assessment

results with families. Ms. Colon and Ms. Dodds both expressed how if there was cause for

concern about developmentor academic success in the case of kindergartenersthen, families

would be contacted and invited to meet with the teacher one-on-one. Ms. Arocha was the only

professional who uses daily communication sheets to report behavior and academic progress to

families; Ms. Dodds (also a kindergarten teacher) used emails or phone calls to initiate

discussion in-person rather than through a communication sheet.

All professionals also discussed how technology is used in their individual assessment

processes. Ms. Coln uses photos and videos which are uploaded to a Google Document for

families to see a childs progressthese are also uploaded to the childs COR report. Ms.

Arocha uses an assessment called AIMS Web, which stores data and monitors each students

progress throughout the school yearthis tool creates graphs and percentages for teachers to use.

Ms. Dodds told about the NWEA testing that is required [for students] to take twice a year

which assesses reading, writing, and mathstudents are listen to test questions through
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headphones and then the student chooses an answer, the test progresses based on if the student

answered correctly or not to provide different levels of difficulty in questions. This test finds the

mean and percentile scores for children across the nation.

Overall, all teachers reported use of technology in the classroomthough it appears to

vary depending on the age group taught. Ms. Coln, a preschool teacher, uses photos and videos

which are shared immediately with family members. Both kindergarten teachers used technology

mainly for monitoring progress in assessment results or for state standardized assessments.

Next, the professionals were asked, are you ever assessed as a professional? If so, how

and how often? What kind of feedback do you get? Ms. Coln answered that she is assessed

using the Preschool Quality Assessment (PQA) which provides results about the quality of the

classroom environment and adult-children interactions. She is also assessed by the director of the

program by classroom observation, which leads to a meeting where goals are set for

improvement. In addition, Ms. Coln told about health and safety assessments that are performed

by Head Start to assess the environment and quality of interactions in the program. Ms. Arocha

said that she is formally observed by the school principal once a year and informally 4 to 5 times

a year through a walkthrough. The principal also quickly observes the classroom a few times

per week. The evaluation results are stored in an online system (effectiveeducators.com), which

also shows feedback. All of the assessments of her teaching and classroom are based on the

Marzano Focused Teacher Evaluation and Leadership Evaluation Modelswhich set standards

for teacher competencies. Ms. Dodds is assessed using the 5 Dimensions of Teaching and

Learning assessment by her principalshe picks one area of growth to focus on during the year

and meets with the principal to discuss how to achieve the goal, then the principal sets another

goal for her. The principal also assesses her and the classroom during 3 to 4 unannounced 15-
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minute observations in which the principal will use a running record to document everything that

Ms. Dodds says or does and all that the students say or do. After these observations, the principal

will provide mentoring advice for teaching improvements and ask one question about her

teaching methods that she will respond to.

The responses from this question indicate that all professionals are assessed for the

quality of instruction and classroom environmentno matter what age is taught. The tools for

evaluation were differentHead Start assessments, PQAs, Marzano Evaluations, and 5

Dimensions of Teaching and Learningfor each professional, though all were assessed through

observation of a superior. Ms. Arocha explained that she does not always receive feedback from

her principal, though she does appreciate it when she does receive feedback. The other two

professionals mentioned that each assessment provided feedback for teaching or the classroom

environment.

Each professional also offered insight into the biggest challenges that they face in using

assessments. Ms. Coln explained that time was the biggest challenge, in her opinion. Since the

MSU Child Development Laboratories are also teaching future educators, Ms. Coln is required

to support students while in the classroom, assess these students, as well as collecting assessment

information on the children in the classroom. Ms. Arocha similarly noted that lack of time that

she has to complete assessments for her kindergarten studentsassessments are administered

individually while the rest of the students in the classroom are instructed to complete other

assignments. Ms. Arocha additionally discussed how she struggles to assess children and manage

the entire classroom at the same timewhich leads her to believe that the child being tested may

not receive a fair testing environment as she is doing classroom management while

simultaneously assessing. Ms. Dodds remarked that she believes that there are too many
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assessments for kindergarten childrenmost of which are administered one-on-one and use a

large amount of instructional time.

Overall, each professional commented on the lack of time for assessments being the

biggest challenge. Ms. Arocha and Ms. Dodds (kindergarten teachers) discussed how

assessments are individual, therefore they are administered when the rest of the class is doing

something different. Ms. Coln was the only professional to mention teaching future educators

also being a challenge, since she is an employee of a teaching center combined with a preschool.

Furthermore, professionals shared how they balance various assessment processes with

planning and teaching curriculum in the classroom. Ms. Coln reflected that she supports college

students in the classroom, which allows for students to plan together with Ms. Coln, and she

also plans activities on her own or brainstorms what content needs to be addressed for children

so that students are able to assist in planning these activities. Ms. Arocha said that she relies on a

binder that she uses as a plan book which also has a calendar where she writes deadlines. In

addition, she is provided with district pacing guides which are aligned to the Common Core

Standards that are kept in her binder. She feels that this helps her stay organized and always

knowledgeable about when to find the best times to assess. Ms. Dodds stated that balancing

assessments and teaching is the difficult part. She pulls children to be assessed during free

choice play timewhich makes her question if the children are giving her their full attention,

since most likely the children would rather be playingand during learning centers. Each child

is assessed during the week this way, though she feels that it takes away from more impactful

learning that can occur during small group instruction with her.

Similarly, professionals all have found strategies to balance administering assessments

with teaching curriculum. Though, each professional uses different assessment processes, so
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strategies are also different because of this. Ms. Coln supports college students as well as

children in the classroom, so she uses methods to balance this by inviting the college students to

assist with planning. Ms. Dodds and Ms. Arocha both assess children during times when other

children are working on different tasksthough Ms. Dodds plans an assessment time for each

child during the week, and Ms. Arocha assesses children less frequently for district assessments.

Each educator then was asked to discuss their thoughts about the advantages and

disadvantages of state standardized assessments for children starting in Kindergarten. Ms. Coln

felt that the challenges of state standardized assessments were that sometimes teachers may feel

that they have to teach to the testsince school districts are driven by assessment results

because their job security may depend on the scores that students receive. Ms. Coln stated that a

few advantages are that educators are sent instant results and that these assessments help teachers

to see what children learnthough if a child has test anxiety, these results may not reflect a child

accurately. Ms. Arocha felt that some advantages were that the same things were measured for

all children and teachers are not able to inflate the scores. Though, she notes that the questions

are difficult for some students, therefore she believes that testing shouldnt be timed for

Kindergarteners. Additionally, one assessment can show a student showing fluency problems

while another assessment shows that a child is scoring above proficient in the same category.

Ms. Dodds shared that she did not find any advantages to state standardized testing in her

classroomshe already is aware of which children will score well on a test based on classroom

observations. She also discussed how the children are assessed on a computer with a mouse,

though the children are from a touch screen generation and often become frustrated by not

knowing how to click the mouse or drag the mouse. Ms. Dodds believes that in order for the state

standardized testing to be considered valid, the children need to be assessed on technology that
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 10

they know how to use and that the test is too long for children in kindergarten to be sitting,

focusedsince it is developmentally inappropriate for a child who is 4 to 6 years old to be

sitting for an hour and a half to complete 50 questions (for two testing periods).

As a whole, the group of professionals all expressed concern for the difficulty of state

standardized assessments for kindergartenersbecause of test anxiety and development level

as well as the element of timeand how it is not developmentally appropriate for children who

are 4 to 6 to be sitting for such long periods of time, or that the difficulty level of the assessment

requires young children to take longer than is offered. Ms. Arocha and Ms. Coln noted that state

standardized assessments are advantageous because the results are received quickly and teachers

are unable to modify the assessment in any way to impact results. All professionals discussed

how these assessment results also may not always accurately reflect a child. Ms. Coln does not

administer state standardized assessments in her own classroom, though she is familiar with

these assessments because she has a son in kindergarten. Ms. Dodds is the only professional who

did not find any advantages for state standardized assessments, but offered her ideas on how to

make these assessments valid for kindergarten age children.

Finally, the professionals were asked how assessments are used for children with special

needs. Ms. Coln replied that she still uses many of the same assessments for children with

special needs, along with additional assessments, to track a childs growth over time. Ms. Arocha

said that she uses the same assessments with children with special needs and typically

developing children to measure their growththough, she may set smaller benchmarks for

children with special needs rather than using grade level expectations. Ms. Dodds discussed how

children with special needs take the same assessments as the rest of the students and in her

district, most children with special needs do not qualify are accommodations on assessments
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 11

though she still monitors each students growth and strives to help the child progress. Ms. Dodds

also talked about how she may change the workload for a child with special needs by shortening

assignments, giving extra time, allowing for the child to work in a quiet environment, or possibly

by taking an assessment in smaller time framesthere have been occasions when she has

stopped the NWEA test for a student after a certain period of time to allow the child to take the

assessment in smaller chunks, if she has felt it was best for a particular child.

Children with special needs appear to be given the same assessments as typically

developing children, according to all three professionals. Though, Ms. Coln mentioned that

there may be additional assessments used for these preschool children. Ms. Dodds and Ms.

Arocha used the same assessments for all children in the classroom and discussed how they

make modifications in teaching or assessment processes to accommodate children with special

needs by setting smaller benchmarks, offering more time, taking an assessment in smaller pieces,

etc. For both kindergarten teachers, it is important to note that they do not provide special

education services for their studentsthough children with special needs are still integrated in

the classroom. Special education professionals are responsible for making decisions about

official accommodations for children with special needs and providing services for these children

after the child has reached a certain age in elementary school settings; the kindergarten teachers

are able to make recommendations, but each stated that they not do have much say in what will

be provided for a certain childit just seems to depend on the resources a school district has. On

the other hand, Ms. Coln does teach children with special needs in her classroom and has

training in teaching children with special needs. The MSU Child Development Laboratories

(where Ms. Coln is employed) provide services for all children.

Reflection
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Though these interviews with each Early Childhood professional, I learned various ways

that assessments are used in the classroom and how the results guide instruction. Families are an

essential part of the assessment process. Each teacher mentioned how when a teacher and a

family are able to form a team, a childs development and academic success are impacted. Also,

it is very important for someone who is going to become a kindergarten teacheras I amto

understand the implications and challenges of state standardized assessments. The original

purpose of this assignment was to better my understanding of how professionals use assessments

in the classroomwhich I was given insight into from each of the three professionals. Though

assessment methods and processes may be slightly different based on the ages of the children

being assessed, educators use assessments to monitor a childs growth and to better understand

how to continue to support progress.

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REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 14

HDFS 421 Early Childhood Professional Interview about Assessment in the Classroom

Interview Record

Basic information
1. Name of Interviewer Rachel Dodds
2. Name of Professional Missy Arocha
3. Name of School/Setting Lewton Elementary
4. Type of Setting, check one: p Child Care Center p Preschool p Grade school p
Hospital
p Early Intervention Program p Other
5. Grade or Child Age Range Kindergarten
6. Years of Professional Experience: 21 years

Required questions:
1. What types of assessments do you use in your work with young children?
Formative, summative, standard, observational

2. How often do you assess children?
I am constantly assessing children. It might be something big like district/standard testing or
something as small as has the child made improvements in writing a letter, are the performing
routines better, or are they demonstrating understanding in sharing materials.
3. How do you use the assessment information that you collect?
To guide instruction for each child

4. How do you share assessment information with parents?
The daily communication sheet (signed by parents each evening) reports daily behavior as well as
academic issues/concerns (ie: practice numbers 0-5, etc) More standard assessments are shared at
report card and conference times.

5. Do you use any technology in your assessment process? If so, how?
AIMS Web is an assessment that has the capability of assessing online. It also houses all of the data
and progress monitoring results. Graphs can be formulated as well as class percentages, etc. This is
really the only official online assessment I use.
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 15

6. Are you ever assessed as a professional? If so, how and how often? What kind of feedback do you
get?
Oh yes! Youll learn a lot about this as a teacher. However, I can tell you I am formally observed
once a year, informally walkthroughs 4-5 times a year, and quick observations several times a
week. There is an online system called effectiveeducators.com that is used to house our evaluation
results, feedback, etc. I appreciate any feedback so I often ask for it, even when not given (such as
daily/weekly observations). Teachers who receive 3 consecutive years of highly effective ratings
do not have to be evaluated the 4th year. Im not sure if this is a state or district policy. Our district
uses Marzanos evaluation system.

7. What are the biggest challenges you have faced in using assessments?
Lack of time to do individual assessments with students (most of how its done in kdgn). Other kids
being off task while having so much independent time as I test and the child getting tested not
receiving a fair testing environment as I try to manage a class full of students and assess at the same
time.

Additional Questions (ask each of the questions your learning group agreed to ask):

11. How do you as a teacher, balance various assessment processes and planning/teaching curriculum in
the classroom?
I have a binder that I use as my plan book. Inside I have a calendar for each month where I write down
deadlines and due dates for everything. Additionally, my district pacing guides (aligned to the CCSS) are
in my plan book. I keep several other important items in the book as they relate to my teaching.

12. What do you perceive to be the advantages and disadvantages of using state standardized tests for
children starting in Kindergarten?
Advantage: same things being measured, teachers dont inflate scores. Disadvantage: questions are
tricky for some students, I feel students shouldnt be timed (ie: AIMS is a timed one minute test/MStep
is not timed). AIMS could show a student is a Tier 3 student as their fluency is slow when in reality they
score in the top (above proficient) category on the MStep.

13. How do use assessments for children in the classroom with special needs?
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 16

We still measure their growth. I set smaller benchmarks for them (ie- a letter vs a word) vs grade level
expectations.

REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 17

HDFS 421 Early Childhood Professional Interview about Assessment in the Classroom

Interview Record

Basic information
1. Name of Interviewer Rachel Dodds
2. Name of Professional Kelli Dodds
3. Name of School/Setting Spring Mills Elementary
4. Type of Setting, check one: p Child Care Center p Preschool p Grade school p
Hospital
p Early Intervention Program p Other
5. Grade or Child Age Range Kindergarten
6. Years of Professional Experience__________

Required questions:
1. What types of assessments do you use in your work with young children?
MLPP, NWEA, Observation and anecdotal notes, district assessments


2. How often do you assess children?
Depending on assessment, it can go between every 3 weeksMLPP. Anecdotal (daily), NWEA = in
October and in April, district = vary by subject, generally monthly


3. How do you use the assessment information that you collect?
I compare to what I see in classroom and to other assessments and see where each child is
progressing in each subject area, cause to form groups to reteach or extend learning during small
group learning centers.


4. How do you share assessment information with parents?
If I am concerned, I use phone, email, messages, to invite for one-on-one conferences to discuss results
and what they need to do as a team to get the child to where they need to be. Other students are
shared during twice a year parent teacher conferences.
REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 18

5. Do you use any technology in your assessment process? If so, how?
Technology is used for NWEA that kids are required to take twice a year, they are assessed in
reading, writing, and mathematic, listen to the test questions and then they click the right answer.
Test is read to them. Every child is on a different question because the test adjusts whether or not
the question was answered correctly. If correct, then next question is harderso the test can find
mean/average/percentile success across the nation.


6. Are you ever assessed as a professional? If so, how and how often? What kind of feedback do you
get?
Assessed using 5 dimensions of teaching and learning, she picks one area of growth that she wants to
achieve over the year and write out how she plans to achieve growth and meet with the principal
regarding that. Principal picks another area of growth and they discuss how it will be accomplished and
what it will look like throughout the year, during a conference at beginning of year. The principal will do
3-4 unannounced observations of classroom, come into classroom and type out everything I say during a
lesson, everything the children say, and will ask a question regarding the 15 minutes he spent in
classroom and he will answer question and he will offer mentoring advice.


7. What are the biggest challenges you have faced in using assessments?
There are way too many assessments for kindergarten children. Most assessments for children in K
are one on one and take up a lot of instructional time.

Additional Questions (ask each of the questions your learning group agreed to ask):

11. How do you as a teacher, balance various assessment processes and planning/teaching curriculum in
the classroom?
The difficult part. Sometimes she pulls to assess during free choice play time, so she is not positive if
they are giving full attention because they might want to be playing. Sometimes pulled during learning
center that they go through during week. Assess each child during week. But this takes away from any
additional more impactful learning that can occur during small group instruction with her.

REPORT OF EARLY CHILDHOOD PROFESSIONALS VIEWS OF ASSESSMENT 19

12. What do you perceive to be the advantages and disadvantages of using state standardized tests for
children starting in Kindergarten?
I feel no advantages. I already know who will score well and who will not score well on test based on
what I observe and what I test in the classroom. The children are assessed using a computer and a
mouse, headphones, test is read to them. Children are frustrated because they do not know how to use
the mouse or click and drag answer to proper location. Children are from touch screen generation. If the
test is to be valid, the children need to be assessed on technology that they know how to use but the
test is developmentally inappropriate and consists of 50 questions. And children of this age should not
be required to sit through 2 of these 50 question sessions (1.5 hours for slowest test takers).

13. How do use assessments for children in the classroom with special needs?
These children take same assessments as the rest of the students. In kindergarten, most special needs
students do not qualify for accommodations on assessments but these assessments allow her to track
their growth as well and she takes them from where they are and push them as far as she can forward.
She changes their work to allow for a certain special need of the childshorten assignments, allow
them to do them in a quiet environment, give extra time, work one-on-one in quiet environment,
depends on what she feels that the child needs, possibly taking in smaller time frames (stop the test
after a certain amount of time and let them take the NWEA in smaller chunks).