Learning Media Assessments

Assessment is a tool persona in education and it is an important component of learning. The radical purpose of judicial decision is to improve students learning, I administered four types of estimates to Camila, a 2 and a half years old Hispanic girl.The assessments administered to Camila wereDenver II, checklist, anecdotal, and amuse contemplate.Denver II PhysicalThe Denver II assessment was knowing to monitor the victimization of infants and preschool-aged pincerren it includes the screening of the four domains, Personal-social which is getting along with wad and caring for personal involve,Fine Motor-Adaptive this includes eye hand coordination, manipulation of diminutive objects, and problem solving, Language it includes hearing, catch, and using language, and Gross motor it includes sitting, walking, jumping, and over to apiece one(prenominal) bear-sized muscle movement in general.The scoring is as follow P= pass- kidskin successfully transacts item, F= Fail- c hild does not successfully perform item. NO= No opportunity- the child has not had the chance to perform the item, or report from caregiver is that child does not do the item referable to restrictions from caregiver or some another(prenominal)wise reasons, and R= Refusal- the child refuses to attempt the item, this gouge be minimize just by asking the child to do the item rather than asking. inclinationThe purpose of the Denver II assessment is to screen children from 1 to 6 years of age for possible developmental problems or issues, to confirm suspected problems with an objective measure, and to monitor children at jeopardize for developmental problems.The assessment was administered with the produce situated abouticipation with the taxation motor part through outside. I tried to make both of them comfortable to do the fine motor screening, Camila sit at the floor and her mother sat beside her.I explained to the mother that the child was not expected to pass all the item s, but we were going to impart the child to manipulate the items to be used to feel comfortable by the conviction the occupation was done. A set of blocks were effrontery to Camila and she was told to make a tower with eight blocks.Camila carefully piled ex blocks making sure all the blocks were straight. She made three other towers with the other blocks. Camila imitated a vertical line.Camila, her mother and I went outside to do the gross motor part, Camilas mother showed Camila how to jump a broad jump and get the ball over her head, she then encouraged Camila to imitate her three trials were given to do the broad jump, the first two metres scoring a F and the third a P.Camilas mother and I praised Camila for her efforts in doing the tasks.To minimized bias, I performed the assessment in Spanish I explained the tasks we were going to lay down to Camilas mother before doing them. I gave her a copy of the assessment for her to ingest the items at the same time I was asking them.I asked the mother first about each item then we asked Camila to do each task to confirm her development.Checklist Social and EmotionalA checklist is a tool for identifying the presence or absence of conceptual knowledge, skills, or behaviors. Checklists are tools that state specific criteria and allow teachers and students to gather instruction that fecal matter provide an informal profile of each child.Checklists also help teachers to make judgements about what students know and asshole do in relation to the outcomes. Checklists allow teachers to consistently monitor and document age and focus extra attention on the items that mark deficiencies in development growth.The checklist may assess domains such as fine and gross motor, communicatory and receptive language, intellectual, social-emotional, and self-help skills. These checklists provide information about what a child can and cannot do in each developmental area. Teachers can use this information to help set goals f or a child and plan activities that help the child progress.An example of a developmental checklist, Observation Checklist for Teachers, is at the end of this chapter. different checklists provide teachers with a record of what learning centers the children choose, or which materials they use around often. They are helpful in assuring, for example, that children who spend most of their free time in the art area are encouraged to explore other activity centers.The teacher can help the child make this convert by setting up a favorite art activity in another(prenominal) part of the room, such as painting clouds and the toss away for a castle that will be built with blocks and small boxesPurposeThe purpose of checklists is to identify and record students, skills, strategies, attitudes, and behaviors that are necessary for effective learning. Checklists can also be used to communicate a students learning to his/her parents.The assessment was administered during several days of observ ation during play and circle time.I spy Camilas choices and decisions when she was contend in the pretend area. Camila played along other children and imitated what another girl did when playing with a small doll. During circle time she waited for her gambol to hold the ball when playing a game.Bias was minimized when I wrote only the facts and focus on Camilas strengths Observation Anecdotal record CognitiveAn tale is an account of an issue in a childs day the record of this event can be detailed or brief.In other row is a compact story detailing the facts of an event in the childs day. These short reports described in a factual way, the incident, its context, and what was said or done by the participant. On most cases anecdotes focus on very simple, unremarkable interactions among children, adults and children, as well as materials and children in the environment.PurposeAnecdotes capture the fertility rate and complexity of the moment as children interact with one another and with materials. These records of child behavior and learning accumulated over the time enhance the teachers understanding of the individual child as patterns or profiles begin to emerge.Behavior limiting can be tracked and documented and placed in the childs portfolio resulting in suggestions for future observations, curriculum planning and student or parent conferences. The anecdotes or observations were done during center time my observations were done of what Camila did and what she said while she was playing with the blocks and the farm animals.Camila built a tower of eight blocks and called the teacher to involve it, she then made other small towers and put the animals on the assoil of each tower she clapped her hands when she saw the results. Camila also used other blocks to make a little cage for the baby animals.Bias was minimized when I wrote only the facts and quotes she used when playing.I also focused only on Camilas strengths.Interest surveyInterest surveys prov ide valuable information from students that teachers can use to establish and maintain positive relationships provide information of the students individual needs and preferences.PurposeThe purpose of the interest surveys is to help teachers in choosing the appropriate materials and instructional decisions based on the expressed interests for each student. Students are more in all probability to be engaged if the instruction connects to their interest.I started the survey with Camila by show several books Camila boldnessed at the books and grabbed the book of Brown Bear. I let Camila look at the book for a while and then showed her the survey and explained to her what she postulate to do.I covered the survey and uncover just the question I was asking at the time. I also provided the hoods to use one at a time for her to choose the answer she wanted. Bias was minimized when the survey was done in Spanish and Camila was let to put on a sticker on each answer she chose. Camila too k her time to put the sticker on the desired picture and I let her take her time looking at the surveys question and pictures.