Developmentally Appropriate & Culturally Relevant

Assessment Plan
EDUC 335
Sung Ji Choi
Table of Content

1. Introduction
2. NAEYC’s Ethics
3. Assessment Plan
• Formal
• Informal

4. Concerns
5. Conclusion
Introduction

Assessment is “almost any form of measurement and appraisal of what children

know and can do, including tests, observations, interviews, reports from
knowledgeable sources, and other means” (McAfree, Leong, & Bodrova, 2016).
Assessment plays a significant role in the classroom. Authentic classroom assessments
benefit both children and teachers and make a better learning environment.
Therefore, making a concrete assessment plan is one of the important tasks of
teachers. In the following slides, I will explain how NAEYC’s ethics on assessment
affect my beliefs about assessment and how I will integrate developmentally
appropriate assessments into my future practice.
NAEYC’s Ethics

I-1.3—To recognize and respect the unique qualities, abilities, and

potential of each child.

As a Christian early childhood professional, I believe that children are image

bearers of God. Each child is unique and teachers need to see them as an
individual being. When we assess children, we need to see both strengths and
needs of each child. I believe that it is important to focus more on the potential of
each child rather than focus too much on the weaknesses. When we recognize the
unique qualities, abilities, and potentials of each child, we will be able to assess
them appropriately and provide a better learning environment for all children.
NAEYC’s Ethics

I-1.7—To use assessment information to understand and support

children’s development and learning, to support instruction, and to
identify children who may need additional services.

The main purpose of assessment is to support children’s development and learning.

But, we can also use assessment information to make instructional decisions and
evaluate programs. Assessment information can be used in many ways to support
students as well as develop a curriculum. Furthermore, assessment information helps
us to identify children who may need special attention. I believe that using
assessment information is the important part of the assessment process. When we
modify the instructions in response to assessment results, we will be able to support
children’s development and learn more effectively.
NAEYC’s Ethics

I-1.10—To ensure that each child’s culture, language, ethnicity, and

family structure are recognized and valued in the program.

When we assess a child, it is important to be aware of his/her background.

Recently, in a global world, children come from diverse backgrounds. Teachers need
to recognize each child’s family background and culture and value those during the
assessment and in the program. If a child is from a culturally and linguistically
diverse family, that may affect assessment results. In order to get accurate
assessment information, it is important to know about a child’s family culture,
primary language, and many other things that help us to know more about a child.
Furthermore, it is important to respect cultural differences.
NAEYC’s Ethics

P-1.5—We shall use appropriate assessment systems, which include

multiple sources of information, to provide information on children’s
learning and development.

In order to assess children accurately, we need to use appropriate assessments

and collect data from multiple sources. Multiple sources allow teachers to see
each child’s abilities, cultures, and context. When we collect the information
from children and families, we need to respect them and try to not to be biased.
Assessment for the Whole Child

• Formal assessment (standardized procedures)

• Informal assessment (can be easily incorporated into classroom routines)

Formal Assessment

BRIGANCE Early Childhood Screens III

• Birth - Grade 1

• Assess language, motor, self-help, social-emotional, and cognitive skills

• Quick and easy-to-use (10-15 minutes per child)

• Strong reliability and validity of data

• Norm based
Informal Assessment

• Running record
• Observation
• Anecdotal record
• Event sampling
• Time sampling
• Rating scale
• Checklist
• Work Sample
• Portfolio

When teachers assess children,
children should not be stressed
out by being assessed. It is
important to make a comfortable
environment for children.
When teachers assess children, it is
important to not make a judgement. We
should make a hypothesis rather than
make a judgement.
As a teacher, sometimes it will be hard
to assess and manage all children in the
classroom. Teachers need to not be

Concerns
stressed about doing assessments. Also
they need to know how to manage their
stress. We need to see each child
objectively without bias.

When we assess children from culturally and linguistically It will be hard to focus on one child when
diverse families, they may not understand the questions there is more than 20 students in a
because of cultural differences or language barriers. It is classroom. It is important to manage the
important to be aware of children’s backgrounds and use whole class effectively. Having a
alternative ways to assess them accurately. paraprofessional in the classroom will be
helpful.
Conclusion

Assessment is the important part of education. Through multiple formal and

informal assessments, I will be able to identify both strengths and needs of each
child. As a Christian educator, I will see each child as an individual being without
judgement and bias. In my classroom, each child’s abilities, potentials, cultures, and
families will be always considered and respected by teachers. Developmentally
appropriate and culturally relevant assessments will help me to support children in
effective ways. Furthermore, I will be able to to make a better and safe learning
environment for all children.
References
Code of ethical conduct & statement of commitment: a position statement of the
National Association for the Education of Young Children. (2005).
Washington, D.C.: National Association for the Education of Young Children.
Early Childhood Screens III Research Base. (2013). Retrieved from
http://www.casamples.com/downloads/Brigance-EC-ScreensIII-Infographic-
Printable.pdf
McAfee, O., Leong, D., Bodrova, E. (2016). Assessing and Guiding Young Children’s
Development and Learning. 6th Ed. Boston: Pearson Publishing.
Wright, R.J. (2010). Multifaceted Assessment for Early Childhood Education.
Thousand Oaks, CA : SAGE Publications, Inc.