ERIC Number: ED383452
Record Type: RIE
Publication Date: 1995-Apr
Assessment in Early Childhood Education: Status of the Issue. A SERVE Research Brief.
Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
Alternative assessment not only offers the opportunity to assess what students know, it also can more fully engage students in their own learning. When properly implemented, alternative assessment has the potential to: be a useful classroom tool, stimulate student participation; form a communication bridge with parents; and measure specific types of student learning. Two types of alternative assessment are authentic assessment and performance assessment. Assessment techniques include portfolios, student journals, and student projects. Ideas for teachers wishing to develop and use alternative assessment within the classroom include the following: (1) develop a clear rating scale with several categories; (2) plan how to assess what the students have learned; (3) have a partner with whom to share ideas and experiences; (4) make a collection of examples and activities; and (5) expect to make mistakes but also to learn from these mistakes. The use of alternative assessment may require more communication with parents, especially when first implemented. Teachers can explain to them the purpose of using this kind of assessment and how such assessment can help their children be better prepared for the "real world" and help to make them active participants in school events as well as at-home activities. (AA)
Descriptors: Academic Achievement, Alternative Assessment, Classroom Observation Techniques, Early Childhood Education, Evaluation Criteria, Evaluation Methods, Family Involvement, Holistic Evaluation, Informal Assessment, Parent Participation, Parent Teacher Cooperation, Performance Based Assessment, Portfolio Assessment, Student Evaluation, Student Journals, Student Projects
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Southeastern Regional Vision for Education (SERVE), Tallahassee, FL.
Note: For an earlier report, see ED 368 507.