Summative assessments can offer a measurable snapshot of where children are with regard to their development and learning, providing data that helps target the needs of each individual child and scaffold learning to the next level. Some common summative assessments include the DRDP, kindergarten readiness assessments, and end-of-the-year assessments administered at certain grade levels that measure a child’s academic performance. However, it is the responsibility of every early childhood professional to not only be knowledgeable about summative assessment but also evaluative about the roles, use, and impact of this type of testing on young children, their families, and teachers. To Prepare for This Discussion Consider what you have learned about how children develop and learn as well as effective and reflective practice related to observing, documenting, and assessing young children. Then review the following resources: Weinstein, A. (n.d.). Testing in kindergarten: The realities and the dangers. Education.com. https://www.erikson.edu/wp-content/uploads/Testing-in-Kindergarten_Meisels_Education.pdf Vargason, D. (2019, July 9). Making sense of early childhood assessment – Four things to consider. Teach. Learn. Grow. https://www.nwea.org/blog/2019/making-sense-of-early-childhood-assessment-four-things-to-consider/ Moyer, M. W. (2020, April 17). Early education is more demanding than ever, and experts have concerns. The New York Times. https://www.nytimes.com/2020/04/17/parenting/early-childhood-education-demands.html By Wednesday of Week 4 Post your response to the following: What is the role of summative assessments for teachers? For young children? For families? What are some of the benefits and what are some risks when expectations for development and learning are based on summative assessments? Considering a child’s point of view and/or a family’s, what do early childhood professionals need to be aware of when giving and sharing the results of summative assessments?
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