Overview

Assessment is an integral part of curriculum and planning for instruction. Information gained from a literacy assessment can be used as the basis for future literacy experiences for children. To be useful in planning classroom instruction, children's files, summary reports, and portfolios should be easily accessible and referred to often. Time should be taken for not only planning instruction, but reflecting on what has been learned from assessment results. A variety of strategies and activities may need to be planned to meet individual child needs. Assessment information will influence many decisions in your teaching methods and materials.

Practices to Support Literacy Assessment

The following practices identified by Project ELIPSS support ongoing assessment of emergent literacy behaviors.

Practices Which Support Ongoing Assessment

Program goals, addressing knowledge, skills, and dispositions, have been identified in the following areas:

Oral language
Early writing
Emergent reading

The assessment plan is designed to gather information directly related to the program's goals.

A timeline for the systematic, ongoing collection and analysis of observational information and portfolio items that document children's emergent literacy has been developed.

The daily schedule includes blocks of time when children are functioning independently allowing for adult observation of children.

A systematic way of observing each child at least every two weeks has been developed.

Checklists and/or rating scales for observing children's emergent literacy and oral language have been adopted or developed.

Each child has a portfolio with items representative of their work.

Observations and portfolio items emphasize children's strengths and accomplishments.

Family members are viewed as collaborators in the assessment process. They are invited to contribute information about and products of children's literacy experiences at home.

Assessment information is communicated to parents through conferences and descriptive narratives at least three times a year.

Results of assessment are used to plan experiences and instruction appropriate and relevant for individual children as well as the group.

Principles of Assessment in Reading and Writing

The National Association for the Education of Young Children (NAEYC) identifies five principles governing literacy assessment in their book, Learning to Read and Write (2000).

NAEYC Five Principles Governing Literacy Assessment
http://www.naeyc.org

1. Assessment should support children's development and literacy learning.

Children's strengths, needs, and progress towards goals can be identified.
Assessment may document who could benefit from special help.

2. Assessment should take many different forms.

Variety of tools, such as collections of children's work, recorded conversations and child interviews, can be used for assessment.
A more reliable assessment of literacy progress can be obtained when multiple methods are used.

3. Assessment should avoid cultural bias.

Children may have varied experiences and styles of learning based on their culture or background.
All children should be insured the same standards of learning.

4. Assessment should encourage children to observe and reflect on their own learning progress.

Asking for a child's input plays a key role in helping them learn.
Assessment can be a shared responsibility when children and teachers work together.

5. Assessment should shed light on what children are able to do as well as the areas where they need further work.

When the focus is on the positive achievements of children, then confidence for learning to read is increased.
Assessment can lead to a constructive view of literacy learning.

The North Central Regional Educational Laboratory has 8 principles related to assessment of literacy skills.

NCREL's Principles of Literacy Assessment http://www.ncrel.org/sdrs/areas/issues/
content/cntareas/reading/li7lk5.htm

Child's Role in Assessment

Children can be a direct and authentic source of information during the assessment process. Project ELIPSS makes the following points considering the child's role in assessment:

Opportunities for the child to be a source of information occur naturally throughout the day

Small group discussions can reveal a child's comprehension of a story or of other concepts

Observations of a child's use of materials can reveal concept development and problem-solving skills and approaches

A child's explanation of a process or activity can reveal much about his or her thinking processes and problem-solving approaches

Involving Children in Observations

The adult observer should let the child know what is being assessed and how this process occurs

The adult should discuss what was learned about the child from the observation

Conversations can be used to make the child aware of what he or she is learning and why

Resources for Assessing Literacy

Early Emergent Literacy provides benchmarks and suggestions for ways to assess Oral Language, Reading and Book Knowledge, and Writing and Uses of Writing for children in the Early Emergent Literacy Stage.

http://www.shsu.edu/~stdakd12/earlyemergentlit.html

Early Literacy Assessment Systems: Essential Elements

A monograph by Jacqueline Jones that discusses issues related to literacy assessment.

http://blog.reading.org/archives/000129.html

ITLC Online -- -- http://www.wiu.edu/itlc/