Professional Documents
Culture Documents
Sue C. Wortham
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Chapter Objectives
1. Describe the purposes for using checklists, rating scales and rubrics for informal assessments 2. Discuss the advantages and disadvantages of using checklists, rating scales and rubrics
3. Explain the differences between the uses of checklists in preschool and primary-grades
4. Discuss how rubrics are used with preschool and primary children 5. Identify the four basic steps in checklist design
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Checklists
Checklist: a list of sequential behaviors arranged in categories used to determine whether the child exhibits the behaviors or skills listed
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Rating Scales
Rating scale: used to determine the degree to which the child exhibits a behavior or the quality of that behavior; each trait is rated on a continuum, the observer decides where the child fits on the scale
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Rating Scales
Make a qualitative judgment about the extent to which a behavior is present Consist of a set of characteristics or qualities to be judged by using a systematic procedure Numerical and graphic rating scales are used most frequently
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Projective Tests
Sentence Completion
Drawing Tests Rorschach Apperception Tests
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Projective Tests
Sentence Completion
Drawing Tests Rorschach Apperception Tests
ersonality
Unique and stable ways people think, feel, and behave
22
23
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Person
Self-portraits depict what patients feel themselves to be. Abstract ability allows the non-mirror image depiction (e.g. the patients right side to be portrayed by the drawn persons right side).
27
Person
In addition to the physical self, the patient projects a picture of the psychological self into the drawing of the person. For example: Patients of adequate or superior height may draw a tiny figure with arms dangling rather helplessly away from the sides and a beseeching facial expression.
28
Other examples
A drawn woman who exposes a good deal of her drawn persons skirt up. Drawing of a clown.
30
Other Examples
Drawing of a person slumped into an arm chair rather than standing on feet (statistically norm). Drawing of a woman with her hands thrust ecstatically in her hair wile dancing alone to music. Man with rigidly erect body with the absolute side view presenting.
31
Other Examples
Adolescent boys frequently draw muscular athletes attired in bathing suits, while adolescent girls draw female movie star figures wearing evening gowns Ego-ideal Draw ego-ideal better prognosis.
32
Size
Typically the size tells about the patients self-esteem.
33
Size
May also be related to self-confidence. Unusually large drawings indicate aggressive and acting-out tendencies. May also mean manic or expansive tendencies, anxiety/conflict. Unusually small.
34
Pencil Pressure
Patients energy level. Heavy pressure = high energy. Light pressure = low energy Heavy pressure. Unusually light.
35
36
Line Quality
Discontinuous line quality, e.g. many breaks in the outside boundary of the figures. Drawings, where the outline of the figure seems to be so discontinuous that it appears as a series of disconnected dashes. Straight, uninterrupted strokes.
37
Lack of Detail
Indicates withdrawal tendencies with an associated reduction of energy. Excessive detailing.
38
Placement
Placement in the middle of the page= typical of most normal patients. On the right side of the page. On the left side of the page.
39
Placement
Orientation and concern with the past. High on the page. Low on the page. Upper left-hand corner. Upper right-hand corner.
40
Erasure
Excessive erasure.
41
Shading
Excessive shading. Some shading (& erasure) is an adaptive mechanism an attempt to give the drawing a sense of 3 dimensionality.
42
43
Transparency
Transparency can indicate poor reality ties, except, of course in the drawings of young children who are typically normal.
44
45
46
Hair
Hair
Overemphasis Absent?
47
Facial Features
Omitted? Over-emphasis of facial features. Unusually large or strongly reinforced eyes. Unusually small or closed eyes.
48
Nose
Considered a phallic symbol or a symbol of power motive. Large nose. Omitted?
49
Nose
Nose drawn as a button or a triangle. Sharply-pointed. Shaded, dim, or truncated.
50
Mouth
Regressive defenses; oral emphasis in the personality. What if the mouth was omitted?
51
52
Ears
Ears are often omitted by normal subjects. What if they are drawn in?
53
Chin
Over-emphasized chin.
54
Neck
Link between intellectual life and affect. Unusually short, thick neck. Unusually long neck. Neck omitted?
55
Shoulders
Well-drawn and neatly rounded shoulders typically normal. Broad shoulders. Absence of shoulders. Tiny shoulders. Large or broad shoulders.
56
Breasts
Unusually large breasts drawn by male. Unusually large breasts drawn by females.
57
Waistline
A heavy line separating the lower body from the rest of the body. Unusually high or low waistline. Excessively tight waist. Elaborate belt.
58
Trunk
Body symbolizes basic drives and therefore, attitudes related to the development and integration of these drives in the personality indicated by the manner in which the trunk is drawn. If body drawn in fragmented fashion?
59
Trunk
How do children typically draw the trunk? Large trunk. Trunk omitted by an adult. Small trunk.
60
Genitalia
Genitalia = rarely drawn. What does it mean if it is drawn? Normal for art students and persons in psychoanalysis & sex therapy patients.
61
62
Hands
Hands placed behind the back. Large hands. Small hands.
63
Hands
Hands drawn as mittens suggest repressed or suppressed aggressive tendencies with the aggression expressed indirectly. Clenched figures = aggression and rebelliousness, or conscious attempts to control anger. Fingers without hands, or large fingers in adult drawings indicate regression; or infantile aggressive assaultive tendencies.
64
Hands
Long figures. Omission of fingers. Talon-like fingers or spiked fingers.
65
Legs
Legs or feet. Crossed legs. Long legs. Short legs.
66
Feet
Elongated or large feet Emphasis on feet Omission of feet Small feet
67
Rubrics
Qualitative instruments used for assessing student progress in development and learning, or scoring student work Provide guidelines and descriptors to distinguish performance from one level to another Criteria for scoring or indicators of performance also describe dimensions of performance
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Holistic Rubrics
Assign a single score to a students overall performance Usually have competency labels that define the level of performance The quality of work or performance at each level described by a number of indicators
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Analytic Rubric
Describes and scores each of the task attributes separately Uses limited descriptors for each attribute Uses a narrow and broad scale Allows for specific diagnostic feedback
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Developmental Rubric
Serves a multiage group of students or to span several grade levels
Assesses student on a continuum that shows developmental progress
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.
Wortham. Assessment in Early Childhood Education, 5e. 2008 by Pearson Education, Inc. All Rights Reserved.