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Running head: RESPONSIBLE ASSESSMENT 1Angel Winslow 


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There are various strengths and challenges that are associated with my current personal assessment practices. For instance, adopting formative evaluation methodologies such as quizzes enables me to monitor my students’ academic progress in regularly. Additionally, I often employ summative assessment frameworks to confirm students’ achievement, which in turn enables me to identify the potential changes that I need to make and adjust my instructional strategies accordingly. The third benefit that comes with the adoption of my assessment practices is that they provide students with the opportunities to remain focused, motivated, and determined to succeed and attain the highest potential. While these assessment methodologies are beneficial, they have their shortcomings, first, they cannot be undertaken if everything is not taught beforehand. Additionally, these evaluation exercises are not only detailed but also time-consuming. Finally, the students may not understand why the assessment is taking place.

The aforementioned weaknesses and challenges can be addressed by adopting authentic assessment strategies. According to Bagnato et al. (2014), authentic assessment can be defined as the process of embracing developmentally appropriate alternatives to conventional tests and assessment practices. To accomplish these goals, educators must collaborate with parents, teachers, and community members to encourage them play an indispensable role in the evaluation from beginning to the end. Additionally, the assessment methodologies and materials that are used should meet the distinct needs of each student (Bagnato, 2011). This can be done by ensuring that it accommodates their developmental and disability-specific characteristics. Authentic assessment exercises are increasingly being recognized as some of the best practices embraced by major professional organizations. Thus, there is a need for modern instructors to provide valid, sensible, as well as contextually appropriate evaluation methodologies for early childhood interventions.

These recommendations reflect the ideals proposed by the NAEYC position statements on the purpose for assessment. According to NAEYC, the primary goal of assessing students is to support early childhood professionals to gain insights into the learning approaches of a particular child or group of children, improve their overall knowledge of development, enhance educational programs, for children, and increase their access to resources (National Association for the Education of Young Children, 2003). This purpose statement is in line with the authentic assessment practices in the sense that it recommends the adoption of context-specific and student-centric approaches of understanding learners’ needs at academic, developmental, and cognitive levels. Therefore, embracing authentic assessment tools can generate long-lasting benefits for both educators and their respective stakeholders such as children and parents.



Bagnato, S. J. (2011). Authentic assessment for early childhood intervention: Best practices.

Guilford Press.

Bagnato, S. J., Goins, D. D., Pretti-Frontczak, K., & Neisworth, J. T. (2014). Authentic

assessment as “best practice” for early childhood intervention: National consumer

social validity researc

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