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Essay / Research Paper Abstract
This 3 page paper relates the need for perfomance base assessments the implications this form of assessment on an early childhood educator. Additionally, this paper addresses the following: How does they type of assessment relate to presenting recommendations for meeting the developmental needs of infants and young children including the intervention efforts with handicapped, developmentally delayed infants and other at-risk infants and children. Bibliography lists 3 sources.
Page Count:
3 pages (~225 words per page)
File: MH11_MHperfbaass.doc
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Unformatted sample text from the term paper:
process. Increasingly, these types of measures are used to identify learning variations and determine shifts in methods for instruction in order to enhance learning opportunities for a varied learner
population. The focus on performance-based assessments was driven by the belief that standardized assessments are not always effective, especially in
early childhood programming. Instead, these types of assessments provide a more descriptive analysis of performance and determine how children construct knowledge and adapt processes in order to achieve given
goals (Gullo, 2005). Measures of authentic learning process reflected in the performance-based or authentic assessments are linked to the belief that ongoing assessments should be a part of early
childhood learning and that linking learning performance outcomes to curriculum development and process is valuable for both teachers and learners. The underlying principle is based on the belief that
improved feedback through assessments can improve teaching strategies, allow for the integration of adaptations and enhance both teaching and learning experiences (Bagnato, 2007). There are a variety of
types of performance-based assessments that can be used in the educational setting, but researchers have identified curriculum-based assessments as a performance-based measure especially useful in early childhood classrooms (Gullo, 2005),
and also in work with children who benefit from modifications to instructional process. Curriculum-based assessments that relate specific performance indicators allow educators to adjust their instructional methods to "align
instruction to meet the individual needs of students in their classroom" (Gullo, 2005, p. 97). Subsequently, assessments of this type of performance-based assessment suggest that when academic growth benchmarks
are integrated into educational process that children with learning disabilities or who require modifications in instruction experience learning that reflects areas of instructional need. As a result, their grown
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