Assessment November 9 Chapter 11

After reading chapter 11, I have concluded it impossible to summarize. Thus, I will give my thoughts. Honestly, the subject matter makes my stomach a little tight. I began to read with all defenses up. I’ve been teaching for over 20 years and have three of my own children which I taught on and off. However, with each page, I was very impressed and felt comfortable with each section. Decker, Decker, Freeman and Knopf continued to bring all assessing, recording and reporting back to the promotion of children’s learning and development.
Assessing, recording and reporting should be a part of each early childhood education school. Setting goals first, helps to develop the process for each section. The better trained the staff; the more unified the curriculum the easier it is to implement. I have mentioned in time past that I do not like the idea of universal curriculum or education. I feel that an ECE school should reflect the flavor of its community and tradition of the families. Children in early childhood settings are first and foremost a product of their family. The cultures and standards of the family should follow the child in school. When children are older, about 1st grade or so, then they can acclimate to the school environment or a universal curriculum.
There is such a pull in our society away from the family and the structure of the family. Please stay with me I’m not off subject I’m just trying to make a point. As an early childhood education teacher or directors I see our position quite clearly different for that of a school age child’s teacher. When looking at the subject assessing, recording and reporting, I have seen abuse of both sides. There are those teachers who are very goal orientated and feel that each child most obtain to a certain level. Just my opinion/observation, it almost seems that those teachers begin to base their “self worth” as a teacher on the outcomes of a student. This mind frame, places a great deal of pressure on a child. Thus, the “goal” of promoting of children’s learning and development gets lost in the assessing, recording and reporting.
Then on the other hand teacher who clearly are not organized and neglect to follow any assessing, recording and reporting, tend not to have any “goals”.
I like the idea of ongoing observation in actual classroom situations. I also like documentation of authentic performance assessment done by the writing logs and anecdotes. Keeping the goal the goal and not losing sight of it because their is pressure to report can be helped by establishing purpose and practices that mirror local programs (Decker, Decker, Freeman and Knopf page. 305).
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Exchange Everyday

People, Not Products
November 9, 2009

You really can change the world if you care enough.
Marion Wright Edelman
What we emphasize in education is generally what we get. When we emphasize achievement above all else, then we are likely to produce achievement above all else. High achievement is desirable. But at what cost? This article describes Colin Gibbs 10 concerns in EC education.
Future directions for EC education: 10 concerns
By Colin Gibbs
1.A concern about policymakers' ¬pottery wheels.
We need policy makers.
2. A concern about people wanting quick changes.
Education is not exempt from profiteers who claim quick-fix solutions and who take the money and run. Teaching and learning are too complex for simple solutions, and are relational and therefore need time to nurture.
3. A concern that increasing control may cripple autonomy and build ¬distrust.
4. A concern about producing products rather than nurturing people.
5. A concern about compulsory school.
6. A concern about dependence on educational myths and fads.
7. A concern about undervaluing families. Rightly or wrongly, there is a tension when government activity regulates in matters concerning families for there may be unintended messages conveyed.
8. A concern about living in unquestioned rhetoric. Early childhood has its jargon which serves to not just communicate between its members, but also include and exclude people.
9. A concern about the stifling of ¬special character. We know that there are many expressions of special character in early childhood — Montessori, Steiner, Christian, ¬Islamic, Buddhist, as well as the numerous indigenous early childhood programs, to name just a few.
10. A concern about resisting the new and devaluing the old.
Living in the status quo leads to a place of either complacency or powerlessness.
This article is very comprehensive in its explanation as to problems facing us right now.

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Te Whariki- Assessment For learning
Effective assessment is an everyday practice that involves noticing, recognising and responding to children’s learning. It is formative in that it effects learning and teaching. It requires knowledgeable practitioners that understand children’s learning. It includes and actively involves children and their families. The following is reflective questions that are asked:
• How effectively does our assessment practice reflect our assessment policy?
• Does our team have a shared understanding of assessment?
• How well, and in what ways do we involve children and their families/whānau in assessment?
• To what extent does our assessment practice reflect the four principles of Te Whāriki?
• How well does our assessment information capture the breadth and increasing complexity of children’s learning and development?
• How well do we analyse our assessment information to show children’s learning?
• How well do we use the information that we gain about children’s learning to promote ongoing learning?
Has anyone ever been to New Zealand to see this process in operation? Can they really keep the Te Whariki?