Sample of Portfolio and

other Informal
Assessment Methods in
Preschool
Source: Star Learners Childcare, Singapore

(My previous working place.) (Confidential)

By: Princess Rusett Malapitan - Asi

 Footsteps
Asking the child to draw whatever she wants and say
something about her drawing.
 Parent-Teacher Meeting (PTM) Summary
Teacher’s Name: Princess Rusett Malapitan Attendees: Normielle’s Mom
and Dad
Semester 2 (Date: _____________)
Points Highlighted Response / Discussion
(raised by teacher/
parents)
Improvement Normielle has shown
observed: noticeable improvement in
reading a storybook
independently. She is now
able to distinguish sounds in
words. She can able to blend
and segment words with a
little bit of assistance. Also,
Normielle uses information
gained from illustrations to
demonstrate an
understanding of the text.
One more thing, Normielle
has demonstrated a desire to
construct simple sentences
independently.
Areas of concern: At times, Normielle still
needs to be reminded to sit
nicely during the lesson and
to finish eating her food on
time. Also, she needs practice
in writing some numbers and
letters correctly.
Conclusion/ Follow-Up
Action
(actions to be taken by
teacher/ parents)
Normielle’s parents were
pleased with her
improvements. They shared
that Normielle always
shows happiness in going to
school and learn with her
teacher and peers.
Normielle's parents
shared that her eating
habit in school was also the
same at home. She can eat
a lot but, it will take more
time. Regarding her writing
ability, mom said that she
would spend more time
practicing her at home.
Guidelines on Parent-Teacher Meeting (PTM)
1) Adhere to allocated time - How?
• Share child’s ePortfolio with parents a week before PTM
• Teachers to prepare for PTM beforehand using PTM Preparation Form
- Select 2 to 3 focus areas from child’s developmental summary to share
with parents
- Add notes, examples and/ or talking points you would want to share/
discuss
• Allocate10 minutes of PTM session for each child
• 5 minutes can be allocated for transition
• Be mindful of the time allocated for each session. Tell parents of the wrap
up and spend the next few minutes to do so nearing to the end of the
session.
- Tell parents a separate arrangement can be made should they require
more time for further discussion.

2) Make it more hospitable - How?

• Create welcoming environment
- Make classroom inviting by displaying children’s work
- Make space for the PTM with tables and chairs and for parents who are
waiting.
- Have an area set aside with quiet activities for children/ siblings who
come along to limit distractions.
- Offer packet drink to families.
- Prepare paper and pens for parents so that they can take notes.
• Play soft background music
• Thank parents for taking time to attend the PTM
• Invite parents to complete Parents Survey via eSurvey (if applicable)
• Can have children write thank you notes to their parents for attending PTM

3) Fruitful sessions - How?

• Remind parents the purpose of the PTM
• Teachers to focus on the 2 to 3 areas they have prepared during the session.
- Start with the positives - child's strengths/ interests
 - Share information about child’s progress and growth and child’s learning
and participation/ interactions in the school environment
- Share the child’s areas of improvement
- Provide suggestions for activities and strategies to support the child’s
learning at home
- Allocate time for parents to ask questions and address concerns (if any)
- Teachers to ask questions and get inputs from parents about child’s
strengths, interests…etc.
• Teachers to note down discussions and/ or areas parents have highlighted
for follow-up/ future reference in the PTM Summary form.

4) Establish Positive Continuous Partnership – How?

• Follow-up after PTM (if any)
• Communicate regularly
• Stay in contact with parents
 Developmental Summary
Child’s Name: Normielle

Child’s Interest(s) and Strength(s)

Normielle enjoys reading books and playing learning corner activities
in school One of her favorite activities is the geoboards. She is
interested in "Trex," the dinosaur. Normielle spends some of her time
playing "Trex" and other toys at home.
Normielle is kind and caring. Her friendly character makes her a role
model for classmates. She is respectful of others. She manages her
feelings and emotions well in the classroom. Also, Normielle handles
disagreements with peers appropriately and diplomatically.

Normielle works well with others in a group. Also, she shows

perseverance in challenging assignments.

Learning areas the child has made progress in

Normielle has shown noticeable improvement in reading a storybook
independently. She is now able to distinguish sounds in words. She
can able to blend and segment words with a little bit of assistance.
Also, Normielle uses information gained from illustrations to
demonstrate an understanding of the text.

One more thing, Normielle has demonstrated a desire to construct

simple sentences independently.

Learning areas the child requires attention

At times, Normielle still needs to be reminded to sit nicely during the

lesson and to finish eating her food on time.

Also, she needs practice in writing some numbers and letters

correctly.
 Treasured Collection

Ask the child to choose one of her favorite artworks during

the term. Encourage the child to say something about her
artwork also, the reason why she chose it as her favorite.
 Sample of Skill Proficiency Assessment

Name of
Child:
Class: K2
Skill Focus: Gross Motor Skills

N Gross Motor Skills 0 1 2

o
1 Able to walk on balance beams without support
2 Able to walk backwards while avoiding obstacles (at
least 3 metres)
3 Able to run with proper form and able to change
direction (at least 3 metres)
4 Able to gallop (at least 3 metres)
5 Able to crabwalk (at least 3 metres)

Name of
Assessor(s):

* 0 – No
1–
Sometimes
2 - Yes
 Sample of Developmental Checklist in
Kindergarten 2
Language and Literacy N D M
1. Listens for information and enjoyment,
makes predictions and answers questions at
different levels.
2. Follows oral and written instructions.
3. Speaks before a group with varying purposes
and intents.

Numeracy N D M
1. Reads and writes numerals and number words
1 – 20.
2. Reads and interprets ordinal numbers
3. Recognizes number patterns related to place
values.
 Discovery of the World (Science) N D M
1. Conducts simple investigations to find out
why things happen and how things work.
2. Uses senses, simple tools and/or technology
to collect data.
3. Makes predictions of outcomes with simple
reasoning.

Aesthetic and Creative Expression N D M

1. Expresses ideas and perspectives using
elements of art in artwork.
2. Creates 2D/3D representations using
various art materials and tools.
3. Describes and/or discusses feelings about
different forms of art (e.g. sculptures,
paintings).
 Motor Skills N D M
1. Fine Motor - Manipulates objects with
dexterity.
2. Exhibits and identifies healthy lifestyle
choices (e.g. exercising, hydrating).
3. See the Skill Proficiency Assessment.

Social and Emotional Development N D M

1. Respect - Respects the rights and properties
of others.
2. Determination - Completes given tasks on
time.
3. Truthfulness - Displays a sense of right and
wrong.

Evaluation Key:

N = Novice: Has elementary knowledge and skills

D = Developing: Has intermediate knowledge and skills

M = Mastery: Has mastered knowledge and skills

 Integrated Anecdotal Record

Name of Child: Nicole Class: Kindergarten 2

Date and Time of Observation: Term 2

Learning areas observed: Numeracy, Language and Literacy

Setting: K2 Classroom

Objective(s) of observation:

1. Talk about their favorite food and give reasons.

2. Analyze, represent, interpret, and compare data in a tally chart.

Observation:

Nicole’s task was to choose her favorite food in the various food items shown by the
teacher and to give reasons for her choice. She chose the ‘French fries’ and explained,
“Because it is good”. She also chose the ‘pancake’ and said, “Because it is yummy”. She
wrote her name on the picture of the ‘French fries’ and ‘pancake’ for data gathering. It
was followed by the selection of 5 food items including the popular and the least favorite
items by the K2 class. Four (4) children voted for the “bacon,” three (3) for “waffles”,
three (3) for “pancakes,” three (3) for “hamburger,” and six (6) for the “fried chicken.”
After the voting, Nicole recorded the data gathered through tally marks. She was able to
tally the number of the votes to the food items all correctly.

Interpretation:

Nicole describes her favorite food in her own words. She is able to identify the numbers 1
to 5 and write them correctly. She is able to analyses, represent, interpret, and compare
data in a tally chart independently. Additionally, she is engaged in the activity as she
enjoys accomplishing all the tasks with ease.

Observed by: Teacher Princess