When these standards are not met, these limitations must be carefully considered before using the results. When standardized assessments are used for screening or evaluative purposes, the measures should meet standards of reliability and validity based on the characteristics of the child being assessed. For example, authentic assessment takes into consideration such factors as a child’s facility in each language they speak and uses assessors and settings that are familiar and comfortable for the child.
The complexity of children’s development and learning-including the uneven nature of development and the likelihood of children fully demonstrating their knowledge and skills in different contexts-makes accurate and comprehensive assessment difficult. This means that not only must the methods of assessment, both formal and informal, be developmentally, culturally, and linguistically sensitive, but also the assessor must be aware of and work against the possibility of implicit and explicit bias, for example through training, reflection, and regular reviews of collected data.Įffective assessment of young children is challenging. Both need to be conducted in ways that are developmentally, culturally, and linguistically responsive to authentically assess children’s learning. Formative assessment (measuring progress toward goals) and summative assessment (measuring achievement at the end of a defined period or experience) are important. Educators can be intentional about helping children to progress when they know where each child is with respect to learning goals. Assessment includes both formal and informal measures as tools for monitoring children’s progress toward a program’s desired goals. Observing, documenting, and assessing each child’s development and learning are essential processes for educators and programs to plan, implement, and evaluate the effectiveness of the experiences they provide to children.
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