Purpose and Process of Assessment

 

Purpose and Process of Assessment
Prior to beginning work on this discussion forum, read Chapter 1 and Chapter 2 of your course text, the Early Childhood Assessment: Information for Early Childhood Program Administrators PowerPoint and read the NAEYC Advancing Equity in Early Childhood Education Links to an external site. Position Statement.

diagram of circles highlighting five purposes of assessment

As you know, the focus of this course is assessment in early childhood education. “Assessment of children’s work and growth is critical for directors and teachers to consider” (Lee Keenan & Ponte, 2018, p. 88). However, it can be challenging to understand how assessment is an integral part of program planning for young children.

 

For this discussion, use Chapters 1 and 2 of your course text, Assessment in Early Childhood Education, to support your response to the following:

Choose one area of concern from your text based on your last name:
Infants and Children (A–F)
Young Children (G–L)
Young Children with Cultural and Language Differences (M–R)
Young Children with Disabilities (S–Z)
Describe the assessment concerns for your assigned group. Make sure you address evaluation, diagnosis, placement, and program planning concerns or issues relative to the state or location where you reside. Please use your state or location for this portion of the assignment. You may find information about assessment online via government or organizational websites. Please use the Advanced Internet Search Techniques Links to an external site. infographic to assist you. Using your state or location and your specific age group, address
What screening tools are used in your area?
What assessment tools are used?
What happens if further testing is needed? What is the process used?
Who conducts the assessments?
Using the NAEYC: Code of Ethical Conduct and Statement of Commitment Links to an external site. and the NAEYC Advancing Equity in Early Childhood Education Position Statement Links to an external site., explain how early childhood educators can adapt their approach to assessments for the children they serve.
For your specified age group share how families are a part of the assessment process. If this is not identified, please make a recommendation.

Sample Solution

deed, almost all STI research has been conducted about individuals (Hamilton, Chen, Ko, Winczewski, Banerji, & Thurston, 2015). It is important to include group-based research in this line of work, given the importance of group membership and belonging in social interactions (Hamilton et al., 2015). Otten and Moskowitz (2000) found that behaviors implying positive traits about ingroup members led to the formation of STIs more than either negative behavior descriptions or behavior descriptions of outgroup members. Hamilton et al. (2015) have found evidence for the existence of STIs about groups (dubbed STIGs). Importantly, they noted that these STIGs lay a framework for (a) stereotype formation about a group and (b) generalizations about the behavior of an individual based solely on his or her group membership.

In addition to the limited research involving groups, STI research has largely eschewed the study of how purported moral behaviors affect participants’ likelihood of inferring moral traits. In one such study, Ma et al. (2012) found that participants do generate STIs for moral and immoral behaviors, though a limitation of this work is the lack of a nonmoral group of traits to compare it to. Indeed, the lack of this variable makes it difficult to conclude whether moral behaviors increase STIs or immoral behaviors depress STIs. It is important to note that a host of research into impression formation has found a bias for negative behaviors over positive behaviors (for a review, see Baumeister, Bratslavsky, Finkenauer, & Vohs, 2001; see also Skowronski & Carlston, 1989), leading to the intuition that perhaps immoral traits may be more readily inferred over moral traits, independent of the effect of group membership.

Group Membership

Membership in a group is one of the main features of social interaction. It has been established that membership in a group can alter one’s perception of other individuals, with this effect extending to both ingroup and outgroup members (Hackel, Looser, & Van Bavel, 2014). This includes having a skewed, positive outlook toward one’s ingroup members while inhibiting the extension of empathy and mind perception toward outgroup members (Hackel et al., 2014). Mind perception is the process of attributing a mind to another entity, and is an important mechanism for determining what is not only capable of agency (i.e., taking autonomous actions), but is also capable of feeling emotions, pain, and suffering and thus being afforded em

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