NORTHERN BUKIDNON COMMUNITY

COLLEGE
Kihare, Manolo Fortich, 8703 Bukidnon
(0917-142-6080) nbcc.2005@gmail.com

TEACHER EDUCATION PROGRAM

PSEd 119: METHODS AND TECHNIQUES OF PRESCHOOL
Semester of A.Y. 2020-2021

Name: Dianne B. Ducos Instructor: Merasol P. Yunker, Ph.D.

Year & Section: December 6, 2020

REPORTING FOR PSED 119

Goal: Take a video while doing a report about the topics assigned to you. Also,
make a module about it. Make sure to have your instructional materials, be it
powerpoint or something that is tangible. This will be the basis for your final term!
This is a one-time deal, so; do well and give your best shot.
Discussion
8. Assess Children’s Learning and Development
“Every human being is a unique individual, with diverse modes of learning and expression as well as
interests and strengths.”
Authentic assessment is a powerful tool for early childhood educators to analyze information
gathered during everyday classroom activities and routines in order to understand each unique child’s
development. Consistent and comprehensive reflection on observation notes, photos, artistic creations,
emergent writing, and dictations provides teachers with meaningful insight about each child and about the
group as a whole. With this insight, teachers can plan activities and experiences that are responsive to
children’s interests and needs. Teachers can share their understanding of each child’s growth with his or
her family, while also gaining important insight from them in return.
A robust, on-going authentic assessment practice can also help early childhood educators to make sure
that they aren’t mistakenly seeing children for something they’re not. Authentic assessment is even more
powerful because it can reduce unintended, or implicit, biases. Implicit biases are automatic,
subconscious ways that we read the environment and predict behavior. Specifically, implicit biases can
affect teachers’ expectations of and interactions with the young children in their classrooms.

b. Authentic Assessment
 Authentic assessment is the measurement of "intellectual accomplishments that are worthwhile,
significant, and meaningful," as contrasted with multiple-choice tests. 
 Authentic assessment is the idea of using creative learning experiences to test students' skills and
knowledge in realistic situations. 
 Authentic assessment measures students' success in a way that's relevant to the skills required of
them once they've finished your course or degree program.
 Authentic assessment can be devised by the teacher, or in collaboration with the student by
engaging student voice.
 Authentic assessment is a powerful tool for early childhood educators to analyze information
gathered during everyday classroom activities and routines in order to understand each
unique child's development.
 Authentic assessment is even more powerful because it can reduce unintended, or implicit, biases.

AUTHENTIC ASSESSMENT
 Situated in real-life experiences or scenarios
 Based on multiple forms of measurement, including observation and documentation
 Considers the life experiences, culture, personality, and dispositions of children
 Occurs over time in multiple contexts
 Informs practice
 Must include teacher reflection to be effective (Ratcliff, 2001/2002)
 May feel overwhelming to teachers unless naturally integrated into daily life of classroom
 Children are still learning during assessment times
 Standardized test data should inform authentic assessment data and visa versa

1. Tools

 questionnaires
 standardized testing and norm-referenced tests
 Anecdotal notes/ event samples
 Narratives & running records
 Jottings ¢ Checklists/rubrics
 Time samples ¢ Language samples
 Parent information (interviews, surveys)
 Functional behavior assessment (FBA)
 Photographs
 Videos
 Work samples
 Portfolios
 Documentation Panels
 What else?
 2. Techniques
THE TECHNIQUE OF ASSESSMENT

To gather information about the progress of learners can be done a variety of techniques, both associated
with the learning process and learning outcomes. The information gathering technique in principle is a
way of assessment of progress towards the achievement of student learning standards and basic
competencies. Basic competency status assessment is done based on indicators of achievement of
learning outcomes, either in the form of cognitive domains, effective, and psychomotor. There are seven
techniques that can be used, the assessment of performance, attitude assessment, written assessment,
project assessment, product assessment, the use of portfolios and self-assessment.
A. Performance Assessment
Performance appraisal is an appraisal done by observing the activities of learners in doing something.
This assessment is suitable for assessing the achievement of competence requires learners perform certain
tasks such as laboratory practice, practice prayer, sports practice, presentation, discussion, role play,
playing musical instruments, singing, reading poetry / elocution etc. The assessment methods are
considered more authentic than the written test because what is considered more representative of the
actual abilities of learners.
B. Attitude Assessment

Attitude stems from a feeling (like or dislike) related to a person's tendency to respond to things / objects.
Attitude is also an expression of the values or way of life that is owned by someone. Attitudes can be
formed causing the desired behavior or action.

Attitude comprised of three components, namely: effective, cognitive, and conative. Effective component
is the feeling of being owned by a person or object judgment against something. Cognitive component of
trust or confidence is one of the objects. The affective component is the tendency to behave or act in
certain ways with regard to the presence of the attitude object.

a.        Behavioral observation

b. Direct questions
c.       Personal report
C.    Written assessment

In writing assessment conducted with a written test. The written test is a test in which questions and
answers are given to the students in writing. In answer the learners do not always respond in the form of
writing an answer but can also be in other forms such as marking, coloring, drawing , and so forth .
D.    Assessment of project
Project assessment is an assessment of the tasks to be completed in the period / time. The task in the form
of an investigation from planning, data collection, organizing, processing and presenting data.
Project appraisal can be used to determine the understanding, ability to apply, investigation skills and the
ability to inform students on a particular subject clearly.
E.     Product Assessment

Product assessment is an assessment of manufacturing process and quality of a product. Product

assessment includes assessing learners' ability to make the products of technology and art, such as: food,
clothing, works of art (statues, painting, drawing), the goods are made from wood, ceramic, plastic, and
metal.
F.     Portfolio assessment

Portfolio assessment is continuous assessment based on the collection of information that shows the
development of the ability of learners in a given period. Such information may include the work of
students from the learning process are considered best by the students , the results of the test ( not value )
or other form of information associated with a specific competence in a subject .

Portfolio assessment is essentially assessing student works individually on a period for a subject. The end
of a period of work is collected and assessed by teachers and learners.
G.    Self-Assessment

Self-assessment is an assessment technique in which students were asked to rate themselves relating to
the status, the process and the level of achievement of competencies learned. Self-assessment techniques
can be used to measure the competence of cognitive, affective and psychomotor.

a)      Cognitive competency assessment in the classroom, for example: students were asked to assess
mastery of the knowledge and thinking skills as a result of learning of a particular subject. Learner self-
assessment based on the criteria or benchmark that has been prepared.

b)      Affective competency assessment, for example, students can be asked to make posts that contain the
outpouring of feelings towards a particular object. Next, students were asked to make an assessment
based on the criteria or benchmark that has been prepared.

c)      Associated with psychomotor competency assessment, learners can be asked to assess the skill or
skills that have been mastered by the criteria or benchmark that has been prepared.

2.      Technique of Assessment

Methods of child assessment can be informal (conducting natural observations, collecting data and
children’s work for portfolios, using educator and teacher ratings) 
 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. (See the next question below.)
 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. 

3. Technology
 Modern technology offers educators a variety of new tools that can be used in the classroom.
 Technology can help teachers track and assess their students' -- as well as their own --
performance in the classroom.
 It can also be used to facilitate communication between students and teachers and to create digital
records of student growth and development that can easily be passed along from grade to grade.
 Teachers can use technology to make their own work more productive -- teachers can use
spreadsheets to track student work and also track their teaching plans. If a group of students is
performing poorly in a particular area, this kind of record keeping can highlight areas that the
teacher needs to focus on in their own teaching.
 These tools can also help administrators assess and improve teacher performance.
 The Internet is another tool that can be used to communicate about assessment, evaluation and
curriculum redesign with the wider community.

GOALS OF AUTHENTIC ASSESSMENT

•“Enhance the development of real-world skills •Encourage higher-order cognitive skills (analysis,
synthesis, evaluation)
•Promote active construction of creative, novel ideas and responses
•Promote the integration of a variety of related skills into a holistic project
•Enhance students’ ability to self-assess their own work and performance”

Resources
https://www.wcu.edu/WebFiles/PDFs/TRACS_BT_Symposium_8_4_16AuthenticAssessment.pdf
http://resourcesforearlylearning.org/fm/early-childhood-assessment/
https://earlychildhoodny.org/blog/authentic-assessment-a-critical-tool-for-early-childhood-educators/
https://diginole.lib.fsu.edu/islandora/object/fsu:267082/datastream/PDF/view
https://assesmentoflearningoutcomes.weebly.com/the-technique-of-assessment.html