Authentic Assessment Advantages and Disadvantages

Topic: Education System
Words: 1111 Pages: 4

My Assessment Job Interview Response

Authentic assessment is a type of assessment that focuses on measuring a child’s skills and abilities in real-world situations. This type of assessment is often used in early childhood settings to evaluate a child’s progress and development. Early childhood education assessment tools provide an overview of a child’s development and learning in the early years and can help to identify any potential areas of need. Some of these tools include Developmental Assessment Profiles (DAP), the Woodcock-Johnson Test of Cognitive Abilities, and the Stanford-Binet Intelligence Scale (Dombrowski, 2020). Combining these three assessment tools is the best way to get an accurate picture of a child’s skills and abilities. Teachers and parents are key parties to be involved in early childhood education assessment to ensure a holistic evaluation, both at home and at school. Early childhood education assessment is important in order to measure a child’s progress and abilities and to identify areas where they may need extra help; relevant parties should be included for its successful accomplishment.

My Knowledge of Authentic Assessment

Early childhood education assessment is a vital tool for teachers to track student progress and ensure that instructional strategies are appropriate and effective. There are a variety of early childhood education assessments available, each with its own advantages and disadvantages. Some popular early childhood assessments include the Developmental Assessment Profiles, the Stanford-Binet Intelligence Scale, and the Woodcock-Johnson Test of Cognitive Abilities (Dombrowski, 2020). Educators should select the assessment or assessments that best fit their needs and objectives.

Developmental Assessment Profiles is an early childhood education assessment that identifies the individual strengths and needs of young children. It provides a framework for understanding a child’s development in the domains of cognition, language, physical development, and social-emotional development (Dombrowski, 2020). The DAP approach uses three types of information to build profiles of children’s developmental strengths and needs: standardized assessments, observational assessments, and caregiver interviews (Harmon et al., 2020). The combination of these data sources results in a comprehensive understanding of each child’s profile. This information can then be used to determine appropriate intervention services to offer to different children.

Conversely, the Stanford-Binet Intelligence Scale is another popular intelligence test used today. The test is designed to measure a person’s cognitive abilities and intellectual functioning. The Stanford-Binet consists of two subscales: the verbal scale and the nonverbal scale (Dombrowski, 2020). The verbal scale measures a child’s ability to understand and use language, while the nonverbal scale measures a child’s ability to solve problems without using language. On the other hand, the Woodcock-Johnson Test of Cognitive Abilities is an early childhood education assessment that evaluates general cognitive ability, including skills such as reading, writing, and math. It is used to identify students who may need assistance in these subjects and to monitor their progress over time.

My belief concerning early childhood education assessment is that it is important in order to track the child’s development and ensure they are on track for future success. By identifying any areas of weakness early on, educators will provide targeted interventions that will aid the child reach their full potential. Additionally, assessment data can be used to measure the effectiveness of a school or early childhood program and will provide valuable feedback to help improve educational outcomes for all students. I also believe that assessments should be ongoing and flexible, based on the individual needs of each child. Early childhood educators need to have a strong understanding of child development and assessment in order to make informed decisions about individualized instruction and accommodations. With proper assessment, we can ensure that all children have the opportunity to reach their full potential.

Assessment Implementation

I would implement early childhood education assessment in a variety of ways when working with a team of 15 to 20 teachers by dividing them into three groups. I will choose 18 teachers to help me in the exercise; dividing the team into three will mean that every team will have six teachers. The first group of teachers will use developmental screening tools. These tools will help educators identify what children may benefit from additional support. The second group of teachers will be through ongoing observation and documentation of children’s progress and learning.

The observation will be done by having six teachers rotate through observing different classrooms on a weekly basis. They will then complete observation checklists for each child, noting behaviors, skills, and abilities across all domains of development (cognitive, social-emotional, language arts, fine motor skills, gross motor skills) (Harmon et al., 2020). Observation will allow teachers to track individual children’s strengths and weaknesses over time and make modifications to the curriculum as needed. Finally, the third group will conduct periodic standardized testing to provide information on how well a child is performing in comparison to their peers. When implementing early childhood education assessments, I will recommend involving all school team members, including parents and guardians, to ensure mutual understanding and to work together towards the same goals.

Assessment Implementation Information to Parents

When implementing an early childhood education assessment component in the program environment, it is important to include and inform parents of the process. I would inform parents by ensuring they are aware of the purpose of the assessment component, how it will be carried out, and what the results may mean for their children’s education. Furthermore, involving parents in the assessment process will help to ensure its success. Parents play a vital role in their children’s education, and it is essential to involve them as much as possible (Armstrong, 2020). By partnering with families, teachers will help create supportive environments where students feel comfortable taking risks, making mistakes, and learning from them. Parent involvement similarly aids in building trust between families and educators, fostering open communication that is key for a successful educational experience. By keeping parents informed and involved, early childhood educators will create a more effective assessment component for their program environment.

In conclusion, assessment is a significant part of early childhood education, and it should be used with young children to help measure their progress and ensure they are learning what they need to know. Teachers can use assessment data to modify their teaching methods and better meet the needs of each student. Additionally, parents can use assessment data to better comprehend their child’s strengths and weaknesses and to help them focus on specific skills that need improvement. Ultimately, assessment aids children reach their fullest potential in early childhood education. Generally, involving parents and teachers in early childhood education assessment is important because it provides them with valuable feedback about children’s development and allows for modifications to be made to the curriculum if necessary.


Armstrong, D. (2020). Power and partnership in education: Parents, children and special educational needs. Routledge.

Dombrowski, S. C. (2020). A newly proposed framework and a clarion call to improve practice: In psychoeducational assessment and report writing. Springer, Cham.

Harmon, S., Street, M., Bateman, D., & Yell, M. L. (2020). Developing present levels of academic achievement and functional performance statements for IEPs. TEACHING Exceptional Children, 52(5), 320-332.

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