GETTING THE MOST FROM ASSESSMENTS
GETTING THE MOST FROM ASSESSMENTS
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Samuel J. Meisels, president of the Erikson Institute, a Chicago-based graduate school that offers training in early education, cites good characteristics for assessments in early childhood education:
Individually administered by a knowledgeable practitioner and not threatening to the child.
Not used to compare students or schools or to judge success or failure.
Appropriate to the child's developmental level of age, skill and experience.
Administered on more than a single occasion during the year to keep track of growth and change.
Scientifically valid (accurate) and reliable (consistent).
Used in context or as part of a curriculum so that learning drives testing and not the other way around.
Meaningful to parents and practitioners, producing useful results that give a clear, understandable picture of how the child is learning.
