Assessment Portfolio Project - Kristi...

Assessment Portfolio Project

Kristi Shintani May 5, 2014

ITE 415

Part I: Assessment Data and Mini-Analyses

List of 16 Data Samples

Type of Assessment

Brief Description Developmental Domain(s)

Date and Time of collection

Child or children

Digital Record (photo) Mini-Analysis

Photo of a student reading a book and being assessed on concepts about print.

Cognition & General Knowledge (GK)

April 2, 2014 at 10:30 am

A.S.

Anecdotal Record Mini Analysis

Notes taken on a whole group counting activity. The students were learning how to count sounds.

GK February 6, 2014 at 8:30 am

Whole group

Anecdotal Record Mini Analysis

Notes taken on two students exploring the contents of the water table outside.

GK March 6, 2014 at 10:15 am.

R.N and K.N.

Work Sample Mini Analysis

Photo of a domino structure this student has been working on during center time.

GK and Physical well-being, health, & motor skills (PHM)

February 26, 2014 at 10:00 am

K.F.

Checklist Mini Analysis

Checklist of a science lesson performed in the classroom based on creating and testing predictions.

GK April 10, 2014 at 10:00 am.

K.F and T.S.

Digital Record (photo) Mini Analysis

Photo of two students exploring and learning about watercress at the watercress farm.

GK March 13, 2014 at 10:30 am.

A.S and R.M.

Digital Record (photo)

Photo of the students learning about crayfish age and size at the watercress farm.

GK March 13, 2014 at 10:00 am

Whole group

Checklist Checklist of a math lesson performed in the classroom based on counting and number sense.

GK March 12, 2014 at 9:30 am

L.C.

Anecdotal Record

Notes taken on a student exploring in the “bug hunting” center at the ranch.

PHM April 3, 2014 at 12:30 am.

R.M

Work Sample Photo of a student’s cutting ability in the writing center.

PHM March 6, 2014 at 10:15 am.

N.R.


Photo of a student using their motor skills to make their way across the monkey bars.


K.K.

Work Sample Photo of a student’s drawing of her house. She drew her and her family inside the house.

PHM April 2, 2014 10:45 am.

N.R.


Photo of a student melting his own crayons during a science lesson on heat.

GK and PHM April 10, 2014 at 12:00 pm

K.F

Digital Record (Video) Mini-Analysis

Video of a student learning to use a fishing pole to catch fish in a small pool.

PHM

April 3, 2014 at 9:45 am

M.F.

Work Sample Mini Analysis

Photo of a student’s drawing of the beach.

PHM March 6, 2014 at 10:30 am

R.M.


Photo of a student playing on the playground doing a variety of movements.


M.F.

Cognition and General

Knowledge (GK)

Assessment Data Mini-Analyses #1: Type of Assessment: Digital Record (photo) Developmental Domain(s): Cognition and General Knowledge (GK) on reading – concepts about print Date & Time: April 2, 2014 at 10:30 am Place or Learning Center: Reading Center/Library Child's or Children’s Name: A.S • What can the child or children do?

The child is able to identify concepts related to literacy but has a difficult time identifying concepts related to the physical features of a book. For example, the student is able to identify the title, author, and title page, but had a difficult time identifying the front and back cover of the book. I laid the book down with the front cover up. When I asked her, “Can you show me the front of the book?” She flipped the book over and pointed to the back of the book. She was also able to show me what ONE letter looked like and what TWO letters looked like. She was able to show me the direction in which we read and how we read the left page first then right page. As I read a page to her, it was difficult for her to follow my words with her finger (tracking).

• Connections to the HELDS

This assessment data sample addresses many of the HELDS standards in the Cognition and General knowledge domain. This Concepts About Print assessment relates to LA.KE.I (Know some features of a book [title, author, illustrator]), LA.KE.q (Practice tracking from top to bottom and left to right with scaffolding), and LA.KE.r (Identify parts of a book [e.g. front cover, back cover, spine, etc). This assessment data sample connects to the HELDS standards because the student was able to meet the criteria presented in the Reading Information and Reading Foundational section of the Cognition and General Knowledge domain.

• Next Steps

The next steps for this child would be assessing the students’ phonemic awareness and fluency. This assessment data sample showed me what the student knew about concepts of print. I can now assess the student’s ability to manipulate sounds and the pace at which she reads.

• Questions related to the developmental domain(s)

o What are some teaching strategies to teach students about letter sounds? o What are some literacy activities to reinforce sounding out letters?

Assessment Data Mini-‐Analysis #2: Type of Assessment: Anecdotal Record Developmental Domain(s): Cognition and General Knowledge (GK) on Mathematics Date & Time: February 6, 2014 at 8:30 am. Place or Learning Center: Whole group activity Child's or Children’s Name: Whole group • What can the child or children do?

The activity shows that the children can count in the correct sequence. For example, when the students were doing the activity, they were able to successfully count in the correct number order. But I do not think that the children have full conceptual knowledge of numbers. I noticed that the students are able to rote count. This activity also shows that the students can keep track of their counting. When the students turned around and listened to the “drops” falling into the container, the students used their fingers to keep track of the number they are on. For example, when the students heard one drop, they would lift up one finger and so on. This also shows early understanding of one-‐to-‐one correspondence. The students can count up until high numbers, such as 50, but only with adult assistance. The students can successfully count up until the number 17 without adult assistance.


This activity connects to the HELDS standard because it addresses the number sense topic under the Mathematics and Numeracy strand. This activity addresses standard GK.KE.b – Demonstrate ability to count in sequence. By keeping track of their counting, the students were able to count in the correct number order. It also connects to the standard GK.Ke.a – Verbally count to 20 by ones. The students were able to count to 20 when counting the “drops.” • Next Step

The next steps for the class would be counting manipulatives or objects. For example, instead of counting just their fingers, the students could move over one connecting cube and keep track of their counting that way. At the end of the lesson, the students could connect their connecting cubes and compare the lengths.


o How can I build conceptual knowledge of numbers in young children?

Assessment Data Mini-Analysis #3: Type of Assessment: Anecdotal Record Developmental Domain(s): Cognition and General Knowledge (GK) Date & Time: March 6, 2014 at 10:15 am Place or Learning Center: Water Table Child's or Children’s Name: R.N and K.N. • What can the child or children do?

The children can explore the properties of water. The children can investigate and observe what happens to water when put through different toys. By doing this, the students can also learn about cause and effect.


This water table activity addresses HELD

standard GK.KE.r – Explore different kinds of matter (e.g. wood, metal, water) and describe by observing properties (e.g. visual, aural, textural). This connects to the HELDS standard because the students were able to explore water (matter) and observe its properties (how it flows, what happens when put into a water can, etc.)

• Next Steps

The next steps for these children would be to explore the dry table. The dry table can be filled with sand or dry macaroni. When the children had enough time exploring the properties of dry matter, we can compare the properties of wet and dry material (i.e. texture).


Can you teach preschool aged students about mass and volume?

Assessment Data Mini-Analysis #4: Type of Assessment: Work Sample Developmental Domain(s): Cognition and General Knowledge (GK) and Physical well-‐being, health, motor development (PHM) Date & Time: February 26, 2014 at 10:00 am. Place or Learning Center: Manipulative center Child's or Children’s Name: K.F. • What can the child or children do?

The child can imitate the teacher while she models the concept. For example, in this work sample, I set up the dominos so that it would show the “domino effect” and fall. The child was intrigued by this and decided to try it out himself. But he was lining up the dominos in the wrong way. By using his fine motor skills, he was able to grasp one domino and line it up without hitting the other dominos. This activity also shows that he can compare two amounts. While he was putting the dominos, he noticed the dots on the dominos. He would say, “This one has two dots! Look, this has more four dots!” • Connections to the HELDS

This activity connects to the HELDS standard because it addresses standard PHM.KE.d – Use small, precise finger movements (e.g. string small beads; cut small pictures; uses small legos). This addresses the physical portion of the HELDS standards. This activity also addresses standard GK.KE.g – Use a range of strategies, such as counting, subtracting, or matching to compare quantity in two sets of objects and describes the comparison with terms such as more, less, greater than, fewer, or equal to. This addresses the general knowledge portion of the activity. • Next Steps

The next steps for this child would be lining up other objects. For example, stacking blocks on top of each other. This would be the next step regarding the physical fine motor skills. The next steps regarding the general knowledge portion would be comparing other size groups. For example, comparing two groups of beads or blocks.

• Questions related to the developmental domain(s) What are some other developmentally appropriate manipulatives for 4 year olds?

Assessment Data Mini-Analysis #5: Type of Assessment: Checklist Developmental Domain(s): Cognition and General Knowledge (GK) Date & Time: April 10, 2014 at 10:00 am. Place or Learning Center: Science Center Child's or Children’s Name: K.F. and T.S. • What can the child or children do?

This checklist shows that the student can make accurate predictions based on previous experiences. For this lesson, the students made predictions based on the essential question, “What do you think will happen when we put heat onto our crayons?” The students’ used a dot marker to record their answer on the chart with the options, melt, stay the same, and break. The checklist was categorized into four criteria: Can the student create a prediction, understands the concept of melting, can identify another object that can melt, and asks questions. Based on the checklist, the child can create an accurate prediction about what will happen to his crayon. I asked the student, “What else can you think of that melts?” The student responded by saying, “Ice Cream! Like snow, it melts from the sun.”


This activity connects to the HELDS standards because it addresses standard GK.KE.o – Make predictions about changes in materials and objects based on past experience. It also addresses standard GK.KE.p – Ask and seek out answers to questions about objects and events with the assistance of interested adults. In my activity, the student made his predictions about the crayons and asks questions throughout the lesson.

• Next Steps

The next steps for this child would be to introduce more complex natural occurrences. For example, we could move onto snow or cold temperatures. We could compare and contrast the characteristics of the different weather attributes.

• Questions related to the developmental domain(s) What are other developmentally appropriate science related activities?

Assessment Data Mini-‐Analysis #6: Type of Assessment: Digital Record (photo) Developmental Domain(s): Cognition and General Knowledge (GK) Date & Time: March 13, 2014 at 10:30 am Place or Learning Center: Sumida Watercress Farm Child's or Children’s Name: R.M • What can the child or children do?

The child is able to investigate and explore different types of plants. She is also able to identify a certain type of plant. She used what she learned about plants in the classroom and applied it to the real world. In the classroom, they are learning about plants and animals. They learned about watercress and what the plant looks like. The students were instructed to find a watercress plant and take a picture of it during the field trip.


This assessment data connects to the HELS by addressing standards GK.KE.u and GK.KE.v from the Cognition and General Knowledge domain (GK). GK.KE.u states that the student must observe and describe plants and animals as they go through predictable life cycles. GK.KE.V states that the student must observe and describe ways in which many plants and animals resemble their parents. By talking about plants and how they grow, the student was able to discuss how plants grow and what they look like at different stages of growth.

• Next Steps

By going out into the physical world to identify certain plants, the student was able to apply knowledge from the classroom into real life. As next steps, I would do this process again with different plants. For example, focusing on the Hibiscus flower, a vegetable, or a tree. I would teach life cycles and physical properties and have the student go out and identify all the different kinds of plant.


o I missed the lesson my mentor teacher did on plant life cycles earlier in the

week. What are some student friendly teaching strategies that I can use to teach students about plant life cycles? (I.e. photosynthesis, chloroplast, etc.)

Physical Well-Being, Health, and Motor Development

(PHM)

Assessment Data Mini-Analysis #7: Type of Assessment: Digital Record (Video)

Developmental Domain(s): Physical well-being, health, and motor development (PHM)

Date & Time: April 3, 2014 at 9:45 am

Place or Learning Center: Waianae Ranch

Child’s or Children’s name: M.F.

• What can the child or children do?

This video can show that the student can use his/her gross motor skills to learn and catch a fish. The student had to balance while holding the long bamboo stick. The student also had to lift the fish out of the water when it was moving around. She had good control over her and hand and foot movements, and did not require assistance. This is a screenshot of the teacher and group leader re-hooking the line.

• Connection to the HELDS

This assessment data connects to the HELDS standards because it addresses the gross motor skills component of the physical well-‐being domain standard PHM.KE.c – Sustain balance during complex movement experiences. This assessment data meets this standard because the student needed to practice balance to catch a fish, which is a complex movement experience.

• Next steps

The next step for this child could be experiences different balancing experiences. For example, balancing on see saw’s or stepping-‐stones. The student can also practice using stepping-‐stones are a greater distance or at different heights to practice sustaining balance.

• Questions related to the developmental domains

o Can you accurately assess students’ gross motor skills?

Assessment Data Mini-Analysis #8: Type of Assessment: Work Sample

Developmental Domain(s): Physical Well-being, Health, and Motor Development (PHM)

Date & Time: March 6, 2014 at 10:30 am

Place or Learning Center: Writing Center

Child or Children’s Name: R.M

1.) What can the child or children do?

The child is able to hold an appropriate sized marker to create a picture. She did not know what to draw, so I asked her to draw the beach. She used her listening skills to draw the picture. I asked her questions to determine what we see at the beach. For example, “Do you like to go to the beach on a sunny day? Or a rainy day?” She answered, “Sunny!” and drew the sun. 2.) Connections to the HELDS

This assessment addresses HELD standard PHM.KE.e – Student has more control while holding writing/drawing tools with a three-point finger grip. The student was able to hold a pen (drawing tool) and use fine motor skills to draw her picture. 3.) Next Steps

The next steps for this child would be creating more detailed and topic oriented drawings. I could teach this child how to create more details in her drawings by providing criteria. For example, I could say, “If you decide to draw people, they need to be on top of something, like the ground or a slide. People do not float in the air.” I could also provide a topic that the students must draw about. For example, “What is the weather like today?” or “What is your favorite food?” 4.) Questions related to the developmental domain(s)

• Why are some student’s fine motor skills more developed when they are the same age? • How can I get preschool aged students interested in writing?

Assessment Data Sample #9 -‐EC Type of Assessment: Digital Record (video) -‐ Snapshot Developmental Domain(s): Physical Well-‐being, Health, and Motor Development (PHM) Date & Time: April 2, 2014 at 9:45 am Place or Learning Center: Outdoor Play Child's or Children’s Name: M.F. • What can the child or children do?

The child can use her gross motor skills to play on the playground. During outdoor play, the child was running around, hopping on the playground, changing directions, and maintaining balance. She was pretending to be a frog jumping on the playground, a dog that was chasing other children, and playing tag with her friends.


This assessment data sample addresses the HELDS standard PHM.KE.a and PHM.KE.c from the Physical Well-‐bring, Health, and Motor Development domain. PHM.KE.a states that the child can coordinate complex movements in play and games (e.g. runs quickly, changes direction, stops, starts again, skips). PHM.KE.c states that the child can sustain balance during complex movement experiences (e.g. hop across the playground, attempt to jump rope, etc.) By pretending to be a jumping frog and a chasing dog, the student was able to practice her gross motor skills and show the movements she could perform.

• Next Steps

As next steps for this child, we could practice her other gross motor skills. For example, we could play on the jungle gym together. I could watch her playing on the monkey bars and climbing on the rails. I would be able to assess a different type of gross motor skill.


o What are the abilities that children should and shouldn’t be able to do at age 4?

Assessment Data Sample #10 -‐ EC Type of Assessment: Digital Record (photo) Developmental Domain(s): Cognition and General Knowledge (GK) Date & Time: March 13, 2014 at 10:00 am Place or Learning Center: Sumida Watercress Farm Child's or Children’s Name: W.M. and whole group • What can the child or children do?

For this assessment data, I focused on one child who did a lot of the answering during the whole group discussion. The student was able to identify a certain species of animal, the baby animal, the parent animal, and remember the name of the animal. During this activity, the students were shown crayfish that live in the watercress farms. The children were shown small crayfish and large crayfish. • Connections to the HELDS

This activity addresses the HELDS standard GK.KE.v from the Cognition and General Knowledge (GK) domain. This standard states that the children should observe and describe ways in which many plants and animals resemble their parents. This activity addresses the standard because the speaker talked about small crayfish and large crawfish. The crawfish were in different stages of the life cycle. The students were able to compare and contrast the differences between child and parent crayfish. For example, one student said, “This one has small claws and this one has big claws!” Another student said, “This one has a short tail and this one has a long tail.” • Next Steps

The next activity I would do with the students is maybe doing different types of life cycles. For example, studying the life cycle of a butterfly, chicken, or a frog. Each life cycle presents something different. For instance, the butterfly transforms in a chrysalis, chickens transforms in eggs, and frogs are tadpoles. We can also compare and contrast the physical features of these animals in different stages of their life cycle.


o Would it be developmentally appropriate to teach students about the human life cycle? For

example, we grow from the baby, child, teenager, adult?

Part 2 Domain Summary

Kristi Shintani

ITE 415

Domain Summary of Domain 4: Cognition and General Knowledge (GK) – Science

The domain I chose to analyze is domain 4 (Cognition and General Knowledge) under

the strand of science. The data shows that the students understand numerous components of

science such as physical science, scientific/engineering processes, and life sciences.

Based on the data I collected, the students are able to generate and test their own

hypotheses. During my science lesson that I conducted in my field experience classroom, the

students were able to make their own hypotheses based on what they already know about heat

and melting. They were also able to apply the results to real-life experiences, such as seeing

snow or ice cream melt from the sun. Creating predictions and asking questions are an important

component of the scientific process (GK.KE.o/p).

The students are also able to construct their own knowledge about science. For example,

when the students play at the water table, they are exploring and learning through inquiry. They

ask questions like, “What happens if I put water into a watering can?” They can construct their

own knowledge by experimenting and analyzing the effects. For instance, the student from

above learned that if she tilts the watering can in a certain way, the water would pour out

(GK.KE.r).

The data also shows that the students know about plants and animals. On a class trip to

the watercress farm, the students were able to identify, investigate, and describe different types

of plants. The students identified the differences between a watercress sprout and fully-grown

watercress. They also did this when observing crayfish. When the tour guide showed the

students the crayfish that lives at the farm, the students compared the sizes of the crayfish. The

students know where the crayfish live and what they eat (GK.KE.u/v).

Part 3 Using the Assessment Data

Kristi Shintani ITE 415

Using the Assessment Data:

Implementing a Learning Activity and Reflection

Based on the assessment data collected, I could implement a learning activity that would

enhance the cognitive development of the students. I would use my activity as the “next steps”

for the students.

In my activity, I would conduct an inquiry-based experiment focusing on plants and how

they grow. The essential question would be, “Do plants grow faster in natural sunlight (sun) or

in artificial sunlight (lamp)?” I would explain to the students in student-friendly language what

natural and artificial light is and how light affects the growth of plants. The students would

generate their own hypothesis about plant growth. I would ask the students, “Where do you

think the plant will grow the most? Outside in the sun or inside the classroom?” The students

would record their answers on our class chart. Throughout the next two or three weeks, I would

have the students observe the plants growing. Every week, I will measure the height of both the

plants. I would record the heights on a class chart and post it up on the wall. The students will

be able to analyze the numbers for themselves and construct their own knowledge about how

plants grow. At the end of the activity, I would have the students’ check if their predictions were

correct and what we noticed throughout the activity. This activity will have the students activate

their prior knowledge, generate knowledgeable guesses, and construct and apply new knowledge.

By doing this assignment I learned a lot about how assessment data guides curriculum. I

learned that the main purpose of assessment is to see where students are at in each domain and

that assessment guides teacher practices and instruction. I was able to collect data about where

the students are developmentally in the physical and cognitive domains and take note of the

students’ interests. The most engaging, constructive, and productive early childhood curriculum

stems from students’ interests. I used my knowledge of the students’ interests and the

assessment data to create a “next step” lesson that would connect to prior knowledge and

construct new knowledge that would effectively align with the Hawaii Early Learning and

Development Standards (HELDS).

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