Project Output

ECE 3503 Planning and Assessment in Early Childhood Education

Garnel Desravins
Maitha Ali Alblooshi & Mira Faisal Alkaabi
 CLO

 Creating 5 formative and 5 summative assessment strategies

for the curriculum unit.
 Table of Content

Title Slide

Definition 3

Formative Assessment Strategies 4-8

Evidence of Formative Assessment 5,7,9,11,13

Summative Assessment Strategies 14-22

Evidence of Summative Assessment 15,17,19, 21,23

References 24
 Definitions
 Formative Assessment:
A range of formal and informal assessment procedures (for example, the
monitoring of children’s writing development, anecdotal records, and
observations) taken by teachers in the classroom as an integral part of the
normal teaching and learning process in order to modify and enhance
learning and understanding of the student (What is the difference between formative and
summative assessment?, n.d.).

 Summative Assessment:
Is to evaluate student learning at the end of an instructional unit by
comparing it against some standard, Examples of summative assessments
include: a midterm exam, final project, paper. Faculty use it to guide their
efforts and activities in subsequent courses (What is the difference between formative
and summative assessment?, n.d.).

 Summative assessment is intended to summarise student attainment at

a particular time, whereas formative assessment is intended to promote
further improvement of student attainment (Tools to Use in Assessment, 1999).
 Formative Assessment Strategies
Checklist
 IB Curriculum Area: English letter ‘’P p’’  Why I chose this assessment:
 Unit: Flag Day I chose this assessment to focus on their
 Learning Objective:- ability to pronounce the letter correctly and
identifying the letter p during a single
Pre-Reading: activity.
K2.3.2.1.1 Demonstrate knowledge of letter
sounds
 Description:
K.2.3.2.1.2 Distinguish between letter
names and letter sounds students are evaluated during the activities
according to my class observation checklist
by asking student few questions such as
Speaking: where is this letter p, can you tell me the
sound of the letter? And they have to be
Identify some words start with this letter
able to identify the letter and pronounce the
letter right .
Writing:  Result:
To be able to write and trace the letter Most of the children achieve the learning out
To be able to draw something start with this come of demonstrate knowledge of the sound
letter and identify, name and sound of the letter.
 Evidence

This checklist assess the students

if they can do the activities by
themselves or if they need any
help. It assist me to recognize the
activities that were easy for them
and the difficult one. I wrote some
comments about their behavior to
and about their disability such as,
the student can’t write the a letter
because of specific disability.
 Formative Assessment Strategies
Doodle It
 IB Curriculum Area: English (letter A)
 Unit: My Five Senses
 Learning Objective:-
Pre-Reading:
K2.3.2.1.1 Demonstrate knowledge of letter
sounds
K.2.3.2.1.2 Distinguish between letter
names and letter sounds
K2.3.5.1.2: Read and respond to information
in classroom labels, signs and lists
Speaking:
Identify some words start with this letter
Writing:
To be able to write and trace the letter
To be able to draw something start with this
letter
 Why I chose this assessment:
I chose this type of assessment to follow up
with each student academic progress in
understand the sound, name, and shape of
the letter ‘’Aa’’ and their ability to learn new
vocabulary.
 Description:
During the activities in groups each student
will wait for me until I see it I will check on
each student individually I will ask him to
show me their tracing and some drawing of
objects that starts with letter ‘’Aa’’ if he write
and draw objects start with the letter and
tell me what they draw and it’s correct it
means I achieved my learning objective.
 Result:
All the students were able to trace the letter
and draw something start with letter A and
give me words start with this letter so I
achieved my learning outcome.
This activity will assess students
to recognize some words that
start with this letter by their
drawing. This students drew an
apple and an axe and she was
able to say what she draw and
the sound of the letter.
 Formative Assessment Strategies
Thumbs
 IB Curriculum Area: English (letter T)
 Unit: All About Me
 Learning Objective:-
Recognize the shape of the letter
Pre-Reading:
K2.3.2.1.1 Demonstrate knowledge of letter
sounds
K.2.3.2.1.2 Distinguish between letter
names and letter sounds
 Why I chose this assessment:
I chose this assessment in circle area to
identify if all students know the sound,
name, and shape of the letter T before they
move to the activities.
 Description:
Students will set on the mat and I will ask
them few questions about the lesson before
they move to the activities and if they
understand they will put their thumps up, if
they are not sure about it they will put
thumps side and if they didn’t understand
anything they will put their thumb down.
 Result:
Most of the children showed me that they
understand because they put their thumbs
up which means they understand the full
lesson except one student was doing thumb
side which means he doesn't understand the
full lesson and I explain to him individually
about his difficulties.
 This type of assessments assist
me during the lesson if they
understand the lesson by using
their thumbs. For instance, the
thumbs were up that means they
understand the lesson. It’s an
easy assessment for this age
group.
 Formative Assessment Strategies
1,2,3 Fingers
 IB Curriculum Area : English (letter C)
 Unit: The Body Parts
 Learning Objective:-
Pre-Reading:
K2.3.2.1.1 Demonstrate knowledge of letter
sounds
K.2.3.2.1.2 Distinguish between letter
names and letter sounds
Speaking:
Identify some words start with this letter
 Why I chose this assessment:
I chose this assessment because it’s easy for
the whole class to express their
understanding of the lesson by putting their
fingers up and it would give them confident
on reflecting and guiding their own learning.
 Description:
After the lesson ends students will set on the
mat and I will ask them few questions about
the lesson and if they understand they will
put three fingers, if they are not sure about
it they will put two fingers and if they didn’t
understand anything they will put their one
finger.
 Result:
Most of the children were able to evaluate
their learning in correct way and it gave
them confident in express their opinion on
their learning development.
This type of assessments assist
me during the lesson if they
understand the lesson by using
their fingers. For instance, the
number 3 means that they
understand the lesson. It’s an
easy assessment
 Formative Assessment Strategies
Individual Dry Erase Boards
 IB Curriculum Area: Math (5)
 Unit: My Five Senses
 Learning Objective:-
K2.1.2.1.2 The quantity of the number is
expressed in different ways using the terms
such as: cubes, beads, pictures
To be able to write the number in the right
way
 Why I chose this assessment:
To identify if each student is able to achieve
the learning out come for this lesson which
is writing number five correctly and include
five symbols to show their full
understanding of the number.
 Description:
Each student hold a white board during the
activities then they will listen to me and
follow direction from first time for example if
I told them listen then write number five
they will listen to me then write the correct
number and form five shapes or symbols
that represent the number for example draw
five apples.
 Result:
Most of the children know how to write the
number except one student and they were
able to express the number by drawing the
shapes.
 This student
has learning
This assessment disability in
assist me after the writing
lesson if the number 5.
students recognize
the right way of
writing the number
and expressed by
drawing, for
instance, 5 shapes.
 Summative Assessment Strategies
Product
 IB Curriculum Area: Math
 Unit: My Five Senses
 Learning Objective:-
Student will be able to make a product
 Why I chose this assessment:
I chose this assessment because it’s suitable
for their age and it shows their skills and
creativity as Bloom’s Taxonomy stated.
 Description:
After each unit, there is a revision about
what they learned in each unit. In this
assessment, the students have to recognize
that they have five fingers on one hand, they
have to make a vase by drawing their hands
and cut the paper by scissors then stick the
flowers on each finger with counting how
many fingers they have to stick a flower on
each finger, and express by creating flower
vase.
 Result:
All of the children were able to achieve the
goal, they draw and cut by the scissors then
stick the materials by themselves.
Each student will make
his/her product that
shows each hand has 5
fingers. In this
assessment, they will
make flower vase after
they trace their hands
on papers and then they
cut it, they will put
flowers above each
finger.
 Summative Assessment Strategies
Presentation
 IB Curriculum Area : Science
 Unit: Transportation
 Learning Objective:-
Student will be able to talk about their
presentation.
 Why I chose this assessment:
I chose this assessment because I want to
evaluate each student on their speaking and
collaborative development skills.
 Description:
In the end of the unit students as group will
stand up in front of the class and present
what they were working on during last
several classes and how they did it and what
is the thing they were working on then each
group will do the same for example they
draw a cat, color it, and build a shelter to
protect the cats from the sun heat.
 Result:
Most of the children were able to speak in
clear understandable language and have
confidence to express their work as a group.
The students in this
video they were
talking about their
product; they were
presenting it.
 Summative Assessment Strategies
Portfolio
 IB Curriculum Area : English (letter A)  Why I chose this assessment:
 Unit: Transportation I chose this type of assessment because I
needed to follow each student progress and
 Learning Objective:- evaluate them according to their academic
Pre-Reading: achievement.

K2.3.2.1.1 Demonstrate knowledge of letter

sounds  Description:
K.2.3.2.1.2 Distinguish between letter At the end of the unit, I collect the students
work after each week/unit and I hang them
names and letter sounds
on a board. Each student has a private
space in that board. The students can
discuss with each other about their works.
Speaking:
Identify some words start with this letter
 Result:
Most of the students can remember some
Writing: words that start with letter A such as, apple,
To be able to write and trace the letter and alligator. That means they were able to
recognize at least two words from each letter
To be able to draw something start with this that they learned it in previous classes.
letter
 At the end of the unit,
for example, in English
class, I assess the
students by tracing the
letter and drawing
something that starts
with that letter. Then I
put and hang their
works on board.
 Summative Assessment Strategies
Writing Test
 IB Curriculum Area: English (blending)
 Unit: Transportation
 Learning Objective:-
Pre-Reading:
K2.3.2.1.1 Demonstrate knowledge of letter
sounds
K.2.3.2.1.2 Distinguish between letter
names and letter sounds
Writing:
To be able to write and trace the letter
 Why I chose this assessment:
I chose this type of assessment because I
want to figure out if they still remember the
letters that they learned and how they
writing it with the name and the sounds of
each letter.
 Description:
After the unit, and after learning some
letters and words start with theses letters
such as, M, S, A, P, T and C. The students
have to write the first letter of each picture.
 Result:
Some of the students can recognize the
format of the letters, the names, and the
sounds and others find difficulties in the
sound of the letter.
 At the end of the unit, for
example, in English class, I
assess the students by
writing two letters that they
know it in their books. It’s
like a revision.
 Summative Assessment Strategies
Reading
 IB Curriculum Area : English
 Unit: Transportation
 Learning Objective:-
Speaking
K2.2.1.1.4 Talk about likes using simple
words
Reading:
To be able to read short sentences
 Why I chose this assessment:
I chose this type of assessment because I
want to recognize if they can read sentences
according to how many sight words they
have still memorized it.
 Description:
After each unit, I assess the students
individually in reading some sentences. Over
the weeks, they learn every week a one sight
word. The sight words such as, I, a, like, the
and we. For example, I like the popcorn.
 Result:
Some of the students can remember most of
the sight words, and they can read
sentences.
 At the end of the unit, the
students will be able to read
a sentence. If they forgot how
to read some words, then I
put a question mark above
the words.
 References

Tools to Use in Assessment. (1999). Retrieved from ncpublicschools:

http://www.ncpublicschools.org/docs/curriculum/worldlanguages/resources/aaa/obcheck4.pdf

What is the difference between formative and summative assessment? (n.d.). Retrieved from cmu:
https://www.cmu.edu/teaching/assessment/basics/formative-summative.html