Classroom assessment is an approach designed to help teachers to find out what children are learning in the classroom and how properly they are learning. The assessment process emphasizes data collection of children’s performance to examine the learning problems, monitor progress, and give feedback for betterment. An Ideal assessment should cover the following aspects:
-Increased parental engagement
-Added opportunities for children to socialize with other children
-Engage in variety of plays
Apart from conventional and mainstream assessment tools, teachers should use basic classroom activities to monitor children’s growth and progress.
Other tools such as invented spelling and emergent writing can also be used for betterment of classroom assessment.
When the expression Pre-school Assessment is discussed we often ignore the fact that Pre-school assessment is a comprehensive term which is not just restricted to report cards and marking; it is a process that is beyond all these factors ,and comprises other significant factors such as assessment of physical classrooms, program goals and even teachers themselves.
Tools such as invented spelling and emergent writing can also be used for betterment of classroom assessment.
Invented spelling is a tool that allows children to communicate in writing long before they are ready to spell each word appropriately. Another benefit of Invented spelling is that children can express their ideas quickly and swimmingly in a first draft, without being bogged down by trying to spell each word correctly. Invented spelling also acts as precursor in the process of making the children surge up toward standard spelling.
Moving on to Emergent Reading; Emergent reading was introduced by Marie Clay.
Emergent reading can be described as a tool that works on the perception or belief that children from an early age (the very beginning) start the process of being literate.
Emergent reading has several stages and all the stage are intertwined, one stage acts as a precursor to another stage.
The vital factors that support emergent literacy include how some children step into their school years already familiar with the reading and writing process. These children do not know how to combine letters in order to make words, but they are acquainted with some important things about literacy. For example, most children learn from the modelling of parents reading to them at bedtime. Usually, children easily notice their mom or dad read their bedtime stories from left to right. Later on, when learning to read in school, the child already knows to start at the left of the page.
Another example would be opening the cap of the pen before using it to draw or write, children have a mindset and they get an impression that whenever a pen is going to be used then the cap o the pen needs to be removed first.
Apart from this, the teachers can also consider the concept of Zone of proximal development (ZDP).
Zone of proximal development can be defined as the difference between what a learner can do without help and what he or she can do with help. It is a concept developed by Soviet psychologist and social constructivist Lev Vygotsky (1896 – 1934).
In a classroom setting, the teacher is responsible for structuring interactions and developing instruction in small steps based on tasks the learner is already capable of performing independently — an instructional strategy known as scaffolding. The instructor is also charged with providing support until the learner can move through all tasks independently.
To sum up, I would like to jot down that teachers who develop useful assessment tools, provide corrective instruction, and shower children with second chances to exhibit success can advance their instruction and help children learn more profoundly.
‘Educating the mind without educating the heart is no education at all’