Observing, documenting, and assessing each child’s development and learning are crucial for educators and programs. These processes inform planning, implementation, and evaluation of the experiences provided to children. Assessment, including both formal and informal measures, serves as a tool for monitoring children’s progress toward a program’s goals. When educators understand each child’s progress relative to learning goals, they can intentionally support their development. Formative assessment, which measures progress toward goals, and summative assessment, which measures achievement at the end of a defined period, are both important. To authentically assess children’s learning, both types of assessment must be developmentally, culturally, and linguistically responsive. This not only requires that assessment methods, both formal and informal, be sensitive to these factors, but also that the assessor is aware of and actively addresses potential implicit and explicit biases. This can be achieved through training, reflection, and regular reviews of collected data.
Effectively assessing young children presents unique challenges. The complexities of children’s development and learning, including uneven development and the likelihood of children demonstrating their knowledge and skills differently across contexts, make accurate and comprehensive assessment difficult. Authentic assessment considers factors such as a child’s proficiency in each language they speak and utilizes familiar and comfortable assessors and settings. Standardized assessments used for screening or evaluation should meet reliability and validity standards based on the child’s characteristics. When these standards are not met, these limitations must be carefully considered. Using assessments in ways that don’t enhance a child’s education is developmentally inappropriate. However, assessment practices are often beyond the control of individual educators. When educators recognize inappropriate assessment practices, they have a professional responsibility to voice their concerns, advocate for better practices, and minimize the negative impact of inappropriate assessments on young children and instructional practices within their learning environment.
The following practices for observation, documentation, and assessment are developmentally appropriate for children from birth through the primary grades.
A. Ongoing, Strategic, Reflective, and Purposeful Assessment
Educators integrate assessment-related activities into the curriculum and daily routines to facilitate authentic assessment and make assessment an integral part of their professional practice. They seize both planned and unplanned opportunities to observe young children during play, spontaneous conversations, and interactions, both in adult-structured assessment contexts and during group or individual activities. Observations, documentation, and the results of other formal and informal assessments are used to inform the planning and implementation of daily curriculum and experiences, to communicate with the child’s family, and to evaluate and improve educators’ and the program’s effectiveness.
Alt: A teacher observes children playing with blocks, demonstrating early childhood assessment through observation.
Particularly in kindergarten through third-grade classrooms, it’s essential to avoid overusing standardized assessments, which can stress young children and reduce learning time. Educators should also limit the use of digitally-based assessments, especially for young children who should have limited exposure to screen media. The focus should be on leveraging authentic assessment strategies to gain a holistic understanding of each child’s progress.
B. Goal-Oriented Assessment Reflecting Family Input
Assessment should focus on children’s progress toward developmental and educational goals, incorporating family input and children’s background knowledge and experiences. These goals should be informed by developmental milestones, including state early learning standards. They should be aspirational yet achievable, fostering a sense of pride and accomplishment for educators, families, and children. Children, educators, and families should celebrate both small and large achievements, recognizing that children need time to master a skill before moving on to the next challenge. Creating a supportive environment where progress is celebrated is key to encouraging continued growth.
C. Systems for Collecting, Interpreting, and Utilizing Assessment Information
A system should be in place to collect, interpret, and use observations, documentation, and assessment information to guide activities in the early learning setting. Educators use this information to plan curriculum and learning experiences and in moment-to-moment interactions with children, continually engaging in assessment to improve teaching and learning. Educators should also encourage children to use observation and, starting in preschool, documentation to reflect on their experiences and learning. By involving children in the assessment process, educators can foster self-reflection and a deeper understanding of their own learning journey.
D. Developmentally, Linguistically, and Experientially Responsive Assessment Methods
Assessment methods should be responsive to young children’s current developmental accomplishments, language(s), and experiences. These methods should recognize individual learner variations and allow children to demonstrate their competencies in different ways. Appropriate methods for assessing young children include educator observations, clinical interviews, collections of children’s work samples, and children’s performance on authentic activities.
Alt: A child proudly presents their drawing to a teacher, showcasing an example of authentic assessment in early childhood education.
For children who speak a language the educators do not know, native speakers of the child’s language, such as family or community members, may be recruited to assist with the assessment process. A plan should be in place for employing volunteer and paid interpreters and translators as needed, providing them with information about appropriate interactions with young children, ethics, confidentiality, and the features and purposes of the screening or assessment tool. Once collected, the results should be explained to families and children (as appropriate) to extend the conversations around what is collected, analyzed, and reflected upon. This collaborative approach ensures that assessment is culturally sensitive and provides a more accurate picture of the child’s abilities.
E. Using Assessments Appropriately and Ethically
Assessments should only be used for the populations and purposes for which they have been demonstrated to produce reliable and valid information. If required to use an assessment tool that hasn’t been established as reliable or valid for a given child’s characteristics or the intended use, educators should acknowledge the limitations of the findings, strive to ensure they are not used in high-stakes decisions, and advocate for a different measure. Prioritizing ethical considerations ensures assessments are fair and contribute positively to each child’s development.
F. Collaborative Decision-Making with Families
Decisions that significantly impact children, such as enrollment or placement, should be made in consultation with families. These decisions should be based on multiple sources of relevant information, including observations of and interactions with children by educators, family members, and specialists as needed. This collaborative approach values the family’s insights and ensures that decisions are made in the child’s best interest.
G. Appropriate Follow-Up for Identified Needs
When a screening assessment identifies a child who may have a disability or individualized learning or developmental needs, there should be appropriate follow-up, evaluation, and, if needed, referral. Screening is used to identify issues needing more thorough examination by qualified professionals; it should not be used to diagnose or label children. Families should be involved as essential sources of information throughout this process. Early identification and intervention can significantly impact a child’s development and future success.
In conclusion, a thoughtful and comprehensive approach to assessment in early childhood is essential for supporting each child’s unique development and learning journey. By adhering to these guidelines, educators can create a positive and effective learning environment that fosters growth and celebrates individual achievements. Remember, the ultimate goal of assessment is to enhance a child’s educational experience and help them reach their full potential.
