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Effective Selection and Assessments


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Effective Selection and Assessments

Preschool-aged Children

Preschool-aged children’s assessments may be summative, formative, formal, or informal. Summative assessments are teacher-created assessments, updated each year to keep up with the children’s standards and expectations. The teachers assess the learners the same way without discrimination. Teachers engage in formative assessments during learning and play activities. They learn the children’s needs, adjust to meet them, and ensure that they understand everything taught in class and field studies. Formal assessments include standardized testing and questionnaires, while informal assessments include natural observations, educator and teacher ratings, and collecting children’s work and data. The educators could use different assessments in the preschool-aged group to enhance efficiency and effectiveness in preschool education (Kelly-Vance & Ryalls, 2008).

Drawing a concept map in class to represent the students’ understanding and encouraging them to submit their feedback in one or two sentences could be used for formative assessment. The feedbacks encourage in-class discussions and clicker questions to boost children’s understanding. Instructors may create exams, standardized tests, and final projects in summative assessment to refresh the preschool-aged children‘s memories of lessons previously learned and prepare them for future studies. Summative assessments equip learners with adequate knowledge and preparedness to take up future educational tasks. Students’ self-questionnaire and checklists could be used for informal assessment. Teachers encourage the preschool-aged children to prepare self-questionnaire or checklists to examine themselves and see if they are improving in their studies. The learners may create tests and quizzes. The educators could systematically pre-plan tests to determine preschool-age students’ understanding capabilities by asking questions about learning materials taught in the classroom or field (Dalton & Brand, 2012).


Dalton, E. M., & Brand, S. T. (2012). The Assessment of Young Children through the Lens of Universal Design for Learning (UD

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