Semester-V1

B Sc Composite Home Science

Early Childhood Education and Administration

Paper-3
Administration of early childhood Centres-2

Unit-1

 Maintenance of records in Early Childhood Education centres

 Need for maintaining different kinds of records such as child related, teacher
related and material related records
 Registers for attendance, admission, fees, teachers and other financial matters
 Records of monitoring and regulating children’s growth and development such as
health, anecdotal and cumulative records
 Developing systems and schedules for observing and recording children’s
responses with daily/weekly diaries
 Familiarity with evaluation measures for children’s progress

Maintenance of records in early childhood education centres:

The records are the evidences which reflect: aims and objectives of the institute. Records
also show its origin and growth and philosophy of the institution. As a social institution, an
early childhood education centre is answerable to parents, managing committee, education
department, community and to pupils. Every centre is required to keep an accurate and
complete account of each and every pupil on its rolls and submit periodical report based on
these records. Records are also essential for furnishing the Department of Education with an
overall picture of the centre, which is based on facts and figures. These data are utilised for
planning future programmes and expansion for the early childhood centre also.

It is essential to maintain records and reports in an early childhood centre, since they serve
as a guide to the children’s growth and development as well as the progress of the
institution. Records and the Reports are to be properly maintained because it will be of
great help to plan the programmes and guides for the children. Records and Reports would
make the teacher realize the school readiness of the children. Records and Reports of a
particular child, when taken to the primary school would help the teacher to know the
child’s physical, emotional, social and intellectual development and his deficiencies as well.
Hence all the preschool teachers should know the importance of records and reports in a
preschool and develop the skill in maintaining them.

A preschool teacher, who works with small children, should keep a keen eye on the children
to observe the various development of the child and record it. Systematic recording of the
children helps a lot in detecting the cases early enough for referral services and the proper
therapeutic treatment on time. Thus, it can be community’s first line of defense in the battle
of mental health. In this regard proper maintenance of the records of children is of great
value to the researchers. Hence, it is necessary to have records and reports in preschools. A
school has to maintain computer records of each student. These records will reveal progress
that each student has made and also show the weakness and strengths of the educational
programme. Where computer facility is not available these records can be prepared
manually with the assistance of teacher and administrative staff.

Thus records provide useful information on the activities going on in the schools. They also
provide details of pupils’ general behaviour, progress and over all development. The health
and safety of individual children requires that information regarding each child in care be
kept and available when needed. Children’s records consist of various documentation such
as a child’s medical and immunization history, emergency medical care information, and
parental permission to participate in specific activities. This information is a basis for
meeting each child’s physical, emotional, cognitive, and social needs. The purpose of these
requirements is to ensure child care providers maintain accurate documentation that
remains available at the child care center to determine compliance with the child care rules
and ensure the health and safety of each child.

Child care programs must establish and implement, planned program of daily activities
based on each child’s individual development at each stage of early childhood. Child care
providers should be clear about the curriculum and activities they plan to implement.
Having a written description of the planned program of daily activities give staff and parents
a common understanding. The written plan helps define the service and contributes to the
relationship between the provider and parent. Written activity plans and daily schedules
provide parents and staff a clear picture of the programming components of the program

Definitions- Developmentally Appropriate: suitable to the chronological age range and

developmental characteristics of a specific group of children. This means the materials
should interest and challenge the children, in terms of their age and abilities, without them
becoming frustrated.

Children’s records: Records at a child care facility can consist of financial records,
enrollment applications, medical records, and other items used to verify that the center
meet the appropriate child care requirements. Good record keeping is important to the
success of the child care business.

Requirement for General Record Keeping:

 Each child care facility must keep accurate records on each child receiving care in
child care.
 All records of any child care center, except financial records, must be available for
review at any given time.
 All records must be on forms furnished or approved by the administration office.
 A good record keeping system will help save time. By keeping records organized and
located in one place, we will have immediate access to emergency information for
children and staff. It might be helpful to store this information in individual
alphabetized folders or compile all information into one folder.

Records to be maintained at the ECE centre are as follows:

A school has to maintain computer records of each student. These records will reveal
progress that each student has made and also show the weakness and strengths of the
educational programme. Where computer facility is not available these records can be
prepared manually with the assistance of teacher and administrative staff.
The records can broadly be classified under the following six headings:

I. General Records/ Records of Administration

1. Admission Report: This register should contain the names of the children, name of
the parents, or guardian their occupation, income, caste, religion, address, child’s
date of birth, native place and date of admission.
2. Stock Register: Stock register to be maintained for each type of item such as
furniture, equipment, books etc.
3. Official Correspondence Files: The head-teacher/ centre head must keep several files for all
the official correspondence connected with the school. Files must be opened to cater for all
the school official correspondences.
4. The Log Book: This is a daily record of the significance happenings which takes place when
the school is in session.
5.  School lunch Record: If the school offers any snacks or lunch, the details of menu
planning,
6. Visitors' book: A record of all visitors to the centre must be maintained in a visitor’s
book. The record must include:
• name of each visitor

• time of the visitor’s arrival and departure

• signature of the visitor.

7. Staff record: The number of staff members, their names and addresses and contact
details should be maintained.

8.Public relations record: The contact details of the committee members, emergency
services like police, ambulance, fire and disaster management squads should be stored
in this record. Details of any interactions with any of them should be recorded in this
register.

9. Incident, injury, trauma and illness record: This record details every incident, injury,
trauma or illness that occurs in relation to a child while that child is attending the centre.
The record must include:
 • circumstances surrounding the incident, injury, trauma or illness

• details of any action taken by the educator, including medication administered and
medical personnel contacted

II. Records of Children

 The following records of children are very important such as health records and cumulative
record.

Attendance Record:

This record includes attendance details in relation to each child attending the early
childhood centre. The record is must include each child’s full name and the dates on which
the child attended the centre.

Health Record

The main aim of this record is to make the parents and the teacher realize the gradual development of
each child. A preschool teacher should note down every month the serial number, name of the
children, age, month, weight and height in a health record. As children are bound to be sick
occasionally. It is important to keep a health record book which shows the name of the sick pupils, for
how long and the treatment given.

Cumulative Record

Normally the collected data about a child are kept in the form of cumulative record. 
Generally a cumulative record contains details of personal data, home background, habits
and interest of the child, health and general remarks of the teacher. The cumulative record
will document the child’s details year wise for the number of years a child remains in the
school.

Performance record/ Progress report

Every child’s details of progress and performance are recorded. Some preschools record the
children’s progress monthly while others do it quarterly or half yearly.

III. Teacher related records

1. PTA/Parent education programme Record: the details of the parent teacher

meetings like the frequency, programme schedule, minutes, signatures of the
parents who attended are recorded.
2. Record of programme planning: The details of the planning of programmes for the
week, month or entire year is recorded in this record.

3. Service book: The service details of the staff members like the number of years of
service and their performance appraisals and promotions are stored in this register.
4. Attendance register: Attendance register of all the staff members including teachers,
assistant teachers, support staff should be maintained.
5. Leave register: Details of leave availed by all the staff members should be
maintained.
6. Confidential record: Confidential reports on the performance of the staff members
are recorded in this record.
7. Teacher's work diary: All the teachers should record their daily activities and the
details of the program conducted every day.

IV. Equipment Records

1. Stock register: This book shows a careful record of the supply of equipment and other school
property.

2. Library register : This register shows the details of the number of books in the library, the
borrower’s details and so on.

3. Stationery issue book: This book will contain details of the stationery material issued to
the various teachers.

V. Financial Records
 1. Daily cash book: This register records every financial transaction of any sort that
takes place in the school. These financial transactions include amounts received in
the form of grant-in-aid, donations from Philanthropists, fees, subscriptions,
scholarship money from government or Private parties etc. These receipts are
entered on the credit side and corresponding expenditures are entered on the debit
side. The cash book should be balanced at the end of each month and should be
posted daily.

Fees and other amounts collected from students should not be kept with teachers or
with the principal but should be deposited in the bank. School finances can be
meticulously maintained and properly checked if cash book is kept carefully and bank
accounts are maintained regularly.

2. Contingency register: This register maintains records of all expenditure on

equipment, repairs to buildings, rents for buildings, stationary books purchased for the
library, equipment purchased for the laboratory- postage, petty expenses etc. For every
item that is entered in the cash book, there should be a corresponding entry in the
contingency register.
3. Register of fee collection: This register maintains a record of all details concerning
fees paid by each student. Teachers or clerks collecting fees should always be very
careful to give receipts to pupils and to get a receipt amount handed over to the
principal if they do not deposit in the directly. There should be a pre-specified, fixed
timing for collecting fees should not be collected during teaching hours. If fines are
collected from students, they have to be carefully entered in this register. Beside
breakage charges collected from students should also be registered.
4. Aquittance Roll: These show salaries paid to teaching and non-teaching staff,
number of working days for which a teacher has been employed if temporary,
deductions of provident fund, income tax and any other deductions along with the staff
member’s signature and date. It is necessary to mention here that no staff member
should sign the acquaintance roll without receiving his\her salary.
5. A Record of Past Years’ Budgets: Copies of the budgets planned for the previous
years is stored for future reference and planning.

VI. Statistical Data:

In addition to the above records, it is also necessary to maintain statistical information
related to pupil enrolment, sex-wise distribution of pupils, pupil-staff ratio, cost per student,
other records etc.

Developing systems and schedules for observing and recording children’s responses with
daily/weekly diaries

Daily or weekly evaluations keep parents updated on behavior and work habits of their
children. They’re a quick, easy way to:

 have a highly structured yet simple system for recording progress

 notify parents when classwork/homework isn’t being turned in

 hold children accountable for their choices

 provide positive reinforcement and/or consequences for work habits and social skills

 keep documentation that you’ve notified parents about issues

A diary is a structured booklet in which parents and day-care personnel report their
observations. The use of the diary is an interesting but time-consuming experience. The
main challenges to maintain a diary are related to time, confidentiality, consequences and
motivation. With respect to adults’ observations of children's emotions, the child diary is
valuable in providing information about individual differences and daily dynamics and that
the diary reveals some of the conventions in child-related everyday interactions in home
and in day-care environments. In addition to its use as a research method for capturing
situation-specific information in the family and day-care contexts, the child diary also serves
as a tool in collaboration between parents and day-care personnel aimed at enhancing
children's well-being. Reports of observations may be sent home for the entire class, or only
for particular students

Daily diaries

A daily evaluation of children’s social skills can be done for individual students as needed, or
for the entire class.  These systems are most popular in early childhood classrooms. To
manage daily reports for all students, we can use diaries issued by the school.  We could
use washable markers to make a star or other symbol on children’s hands or agendas in a
color that symbolizes the behavior. This method is often used by early childhood teachers
because of its simplicity.  For example, green=good day, yellow=okay, red=problems (with
the specific issue explained in the diary)..

Weekly diaries

Weekly evaluations can be a report on both social skills (behavior) and study skills (work
habits).  A weekly assessment that is based on the overall teacher’s perception of how the
child has done can be sent at the end of every week. In this type of observation and
reporting the teacher does not mark down problems as they occur or keep track of every
little issue in the classroom. Instead, the teacher lists key social and study skills that are
evaluated during the week and evaluate students’ progress toward meeting those goals.
For example it could be self feeding skills and learning of a particular concept or story.

Evaluation Reports

Most daily or weekly evaluations address work habits and social growth but don’t give a
clear picture of how students are learning. Early childhood educators should definitely
consider having a regular method for updating parents on children’s progress.

Weekly evaluations

Corrected or graded work of children may be sent home with a weekly evaluation or just
send the papers alone may be sent for the parents to see and sign. A note should be sent to
parents so that they send the work back each week so they can be kept at school as
documentation.
Portfolios: A portfolio is an important tool for communicating not only about a child’s
learning but also provides evidence to support the teacher’s conclusions about the child’s
strengths, skills, and capabilities. A portfolio should contain a selection of observation notes
related to early learning indicators, learning goals and curricular expectations. Some
observation notes may be brief, with checklist kind of information. Some observation notes
should be factual and detailed descriptions of what the child did and/or said. Additional
information to support the observation notes such as photos of the child demonstrating the
goal, and work samples that show the child’s performance . The items in the portfolio
should represent the child’s typical work (not only the best or worst). However, you can
always include some “shining moments” to show particular progress or unique ways the
child is demonstrating his/her learning. The following portfolio items should be included for
preschool & kindergarten children

• Writing samples

• Responses to reading experiences

• Mathematical problem/solving

• Creations that require mathematical understanding (patterning, geometrical creations)

• Scientific explorations

• Self-reflections

• Art/Drawing samples

Sample Evaluation Form

Child’s Name _________________________________Prepared by _________________

Date of Birth _________________________________Conference date ______________

Social-Emotional Development
Self Esteem: 1 Sense of self ____________________________________________

2 Sense of pride in heritage/family________________________________

3 Demonstrates confidence in growing abilities______________________

4 Demonstrates increasing independence __________________________

5 Stands up for rights __________________________________________

Positive Attitude:

6 Demonstrates trust in adults____________________________________

Can ask for help___________Acts on teacher’s suggestions__________

7 Shows ability to separate from parents ___________________________

8 Demonstrates an interest in a wide range of activities at free play______

Can make choices at free play time_________Can follow through_____

Interest areas: gross motor____________________________________

Imaginative________________________________________________

Manipulative_______________________________________________

Creative/fine motor__________________________________________

Books______________________Other__________________________
 Is willing to try new activities/experiences _______________________
9 Participates in routine activities easily___________________________

Joins without protest or delay________________________________

Able to meet expectations ___________________________________

Attentive____________Respectful of others turns_________________

Able to follow directions____________________________________

___________________________________________________________________________
_____________________________________________________________________

Cooperative, Pro-Social Behavior

10 Seeks out adults____________________________________________

Seeks out children __________________________________________

Observes others______Plays alone______Plays with others_________

Level of interaction – parallel play_____cooperative play___________

Has made some special friends_______________________________

Child’s Name _________________________________

 Positive attitude (cont)

11 Understands and respects differences ___________________________

12 Accepts responsibility for maintaining classroom environment_______

Puts materials back in proper places_____Helps at clean-up time____

13 Helps others in need_________________________________________

14 Shares materials?_________friends?__________adults?___________

Respects the rights of others__________________________________

15 Works cooperatively at completing a task _______________________

16 Uses compromise and discussion to resolve conflicts______________

________________________________________________________________________

Cognitive Development

Learning and Problem Solving Skills

17 Shows curiosity and desire to learn __________________________________

18 Uses planning in approaching a task or activity_________________________

19 Observes and makes discoveries_____________________________________

20 Finds more than one solution to a problem_____________________________

21 Applies information or experience to a new context_____________________

22 Shows creativity and imagination ___________________________________
23 Shows persistence in approaching tasks ______________________________
Logical Thinking Skills

24 Classifies objects by physical features ________________________________

25 Recognizes objects that belong together conceptually (rather than by
resemblance)____________________________________________________
26 Recalls the sequence of events ______________________________________
27 Arranges things in a series _________________________________________
28 Recognizes patterns and can repeat them _____________________________
29 Shows awareness of cause-effect relationships _________________________

Concepts and Information

30 Shows an awareness of time concepts ________________________________

31 Identifies by name a wide range of objects & events ____________________
32 Makes comparisons ______________________________________________
33 Uses words to describe the characteristics of objects ____________________
34 Shows awareness of the roles people play in society ____________________
35 Shows understanding of relationships of different objects in space _________
36 Identifies and labels several different shapes __________________________
Identifies colors__________________________________________________

37 Shows interest in quantity and number _______________________________

Able to count _______________Uses one-to-one correspondence __________

Child’s Name __________________________________

Make Believe Play

38 Makes believe with objects ________________________________________

39 Takes on a pretend role ___________________________________________
40 Makes believe about situations _____________________________________

Language and Emerging Literacy Skills

41 Recalls words in a song or finger play________________________________

42 Understands and follows oral directions _____________________________
43 Uses words to communicate ideas and feelings _________________________
44 Talks with other children during daily activities ________________________
Participates as an equal partner in conversations________________________

45 Participates in group discussions ____________________________________

Answers questions _________________Asks questions _________________

46 Shows enjoyment of books and stories _______________________________

47 Tells a story in sequence, following the pictures in a book ________________
48 Demonstrates knowledge of how to use a book _________________________
49 Demonstrates phonological awareness(beginning & ending sounds)________
50 Demonstrates knowledge of the alphabet _____________________________
51 Composes a story, letter, or song ____________________________________
52 Makes increasingly representational drawings _________________________
53 Demonstrates interest in using writing for a purpose ____________________
Writes letters___________________words____________________________

Physical Development

Gross Motor Skills

 54 Walks up ____________and down ______________ stairs using alternate feet
55 Climbs up and down equipment without falling ________________________
56 Throws an object in the intended direction ____________________________
57 Catches a ball or bean bag. Arms to chest_______Hands to chest __________
Hands alone ____________________________________________________

58 Runs with control over speed and direction ____________________________

59 Jumps off low surfaces and over objects without falling __________________
Broad jumps (inches)_____________________________________________

60 Rides and steers a tricycle _________________________________________

61 Shows balance in use of large muscles________________________________
62 Hops 2 feet_____Hops on 1 foot _______Gallops_________Skips _________
63 Participates in swim activities ______________________________________

Fine Motor Skills (dominant hand _________________________________)

64 Coordinates eye and hand movements________________________________

65 Uses small muscles to complete tasks ________________________________
Uses scissors effectively__________________ Uses plastic utensils________

Child’s Name _______________________________________

Personal Health and Safety

 66. Performs some self care tasks independently __________________________

67. Follows basic health and safety rules

68. Knows name __________________address___________________________

Telephone number________________parents’ names____________________

Parental Concerns

________________________________________________________________________

________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________

Teacher’s Summary

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Parent’s Signature ______________________________date _____________________

Teacher’s Signature _____________________________date _____________________

 Assessment in Early Childhood classrooms

Assessment is an essential and integral component of any ECCE programme to ensure that
the programme remains child centric and the experiences and activities are planned
according to the level of the child. It gives an insight into children’s interests, achievements
and possible difficulties in their learning from which next steps in learning and teaching can
be planned and thereby provides a platform to support the planning of a coherent
curriculum for progression in learning. In order to ensure that the programme is responsive
to the developmental needs of the child, it is essential to maintain their developmental and
learning profile. The purpose of assessment is to give useful information about children’s
learning and development to the adults providing the programme as also to children and
their families. It also helps ensure early identification of developmental delays, special
educational needs and particular abilities.

Assessment contributes to evaluation, revision, and development of programmes. The areas

of assessment

 The child’s interest and participation

 Skills and abilities

 Social interactions

The assessment of the children should be formative, continuous and flow from the
experiences planned in the curriculum. Formative continuous assessment implies
documenting the development of the child, by interpreting the evidence from the day to
day experiences of the child with the purpose of recognising and encouraging strengths and
addresses learning/developmental gaps. Recognition of the child’s efforts should be
emphasized rather than creating competitive environment in the early childhood setup.
Teachers need to evaluate each child's progress/development on an ongoing basis, through
observations of their behaviour; their artwork and other products. Home-based
observations may also be conducted. The c u r r e n t level of performance should be
rewarded to reinforce small steps of accomplishments towards the long term goals.
Portfolio should be maintained for individual child. It should contain anecdotal records,
developmental checklists, samples of drawing, writing and other activities, observation
notes and parent teacher meeting notes.

Curriculum standards define what children should know and be able to do in a particular
content area. Standards provide guidance to teachers and informs their instruction.
Teachers can use these curriculum standards to assess what concepts need strengthening or
re-teaching, or to identify when a new strategy is needed. Standards are organized by grade
level to better define what children should know and be able to do at each grade level, and
to facilitate developmentally appropriate teaching. When faced with high-stakes testing,
teachers often feel pressured to teach material to students before they are ready to learn it,
or in ways that are not age appropriate. Teacher training, discussions with colleagues, and
networking can enable teachers to carefully reflect about each step along the way to
mastery. Standards should provide enough information to help with assessment of student
mastery.

Functions of Assessment

1. Identify current knowledge and skills of students

2. Address and plan for the strengths and needs of students
3. Evaluate student growth over time
4. Promote student motivation and objectivity
5. Evaluate program effectiveness
6. Enlighten parents of student progress
7. Promote parent advocates
Components of Assessment

Early Childhood Assessment is composed of three essential, interrelated components:

1. Documentation (data collection)

2. Evaluation (comparison to a standard)
3. Communication with family (sharing both progress and performance)

Documentation

Early childhood educators have historically valued and promoted child observation and
program assessment as being important for high quality programs for children. Assessment
is the process of gathering information about students in order to make decisions about
their education. To get a well-rounded picture of the student’s understanding and progress,
the strategies used for assessment must be comprehensive. Unique talents, interests,
knowledge, skills, and progress are documented by observing, collecting, and reviewing
children’s work over time. Teachers recognize that uneven development is normal and
expected, allowing them to assess children fairly. Assessment must involve observing
children regularly and collecting samples of their work. The physical products created can
become part of a student portfolio, providing many examples of children’s thinking over
time.

In documentation, emphasis is placed on discovering what a child already knows and is able
to do. Acknowledging student understanding promotes the child’s sense of competence and
provides teachers with clues about what and how to teach. It gives a much more accurate
picture than assessing them in a contrived setting. For example, asking a child to write an
answer to a math problem may not show whether or not the child has problem solving skills
or can add digits. The child may not understand the meaning of the problem, may have
stayed up too late, or may be coming down with the flu. In contrast, daily observation as the
child solves many kinds of problems enables the teacher to discover what he understands
about addition and problem solving as well as other mathematical concepts.

Evaluation
The next step in assessment is comparing the gathered information of each student to the
standard. This step enables teachers to guide instruction, evaluate teaching strategies, track
student progress, and identify students with special needs that require additional
interventions or services. Although standards are designed to provide consistent
expectations for all children, instruction must be molded to fit each child’s individual
strengths and needs. The insights gained from early assessment can serve as the basis for
instruction. As teachers observe students at work, they can modify the learning experiences
offered to meet the individual needs of their students.

Family Communication

Families want to know how their child is doing in school, and family members appreciate
specific examples of student progress. Showing examples from their child over time enables
parents to personally assess the growth and progress of their child. It is essential to tell the
whole story when reporting information about performance progress. For example, a first
grade teacher may report that a first grade student made excellent progress in learning the
letter sounds. Although this may be true, it can give a misleading impression to parents. At
the beginning of second grade the new teacher informs the parents that the child is reading
far below grade level. Talking with families about standards, sharing student work samples,
using rubrics in conferences, and differentiating between performance and progress are
some ways to ensure that families are given an accurate picture of student learning.

Assessment Strategies

Performance Assessment— Assess children as they participate in daily activities, write

stories, solve problems, draw illustrations. Teachers observe and take brief notes on student
discussions and interactions. Teachers review student work, determine strengths and
weaknesses, and keep track of progress over time. Assessments are age appropriate,
ongoing, aligned with curriculum standards, and comprehensive.

Comprehensive Assessment—The range and scope of information and the type of data
collected are based on the child’s social, emotional, cognitive, and physical development. A
child’s success as a writer in first grade is tied to his fine motor development. A second
grade student’s success in working in a cooperative learning group is dependent on both
social and cognitive skills. Teachers need information about the student’s strengths and
weaknesses in all areas to enhance their decision making and guide their instruction
strategies.

Standardized Tests— Criterion Reference Tests compare

students to a fixed standard or set criteria for measurement. Teachers plan how to prepare
children to handle standardized tests successfully. Teachers recognize that the Criterion
Reference Tests are based upon the core curriculum, and ensure that what they teach
meshes with (but is not limited to) the curriculum goals evaluated by the tests. Teachers
provide opportunities for children to practice and gain familiarity with the test format.
Teachers develop a curriculum timetable for the year, making sure essential concepts are
sequenced developmentally and allocated appropriate time slots. So many standardized
tests are now required in school settings that teachers are seeking balance in the
assessment process.

Self-Assessment— Self-Assessment enables children to reflect on their progress. Teachers

can help students assess their understanding by asking questions such as “What can I do
very well? What are my personal strengths and interests? What skills can I improve? What is
one thing on which I really want to work?” Teachers help model self-directed learning as
they help each student learn the language and process of setting, recording, and evaluating
goals. (See the self-assessment rubrics in the back of this section.)
Rubrics— Rubrics enable teachers and students to share a clear understanding of
performance expectations that represent quality work. Motivation and objectivity are
enhanced as students understand the criteria for the evaluation of their work. Children can
reflect on and evaluate their own work with a clear understanding of standards. It is helpful
to provide models to children showing examples of each level of the rubric. Children benefit
from occasionally participating in the creation of a rubric for a class.

Examples of Authentic Assessment Strategies

 Observation of individual children or groups of children

 Interviews with children or parents

 Concept mapping of individual groups or children

 Journals kept by students or teachers

 Performance Assessment tasks

 Open-ended questions or problems

 Drawings

 Photos

 Artwork

 Portfolios

 Narrative Descriptions

 Audio tapes

 Video tapes

 Work samples from any content area showing growth and progress over time
 Work samples with rubric for analysis

 Computer-based work, drawings, stories (both written and depicted), etc.