Assessment Process for Linguistic Ability of 3-4 Years Old Children
Assessment process for linguistic ability of 3-4 years old children
Introduction
The focus of this paper is on the assessment processes used in descriptive studies of children, aged 3-4 years, who are learning English. We adopt mainly classroom assessments with naturally occurring performance tasks and used multiple intelligence theory to assess their progress. In so doing we have found both problems and benefits that come from using this kind of assessment for young children. Lots of data were put to use for this paper, and my hope is that it could open and enlighten kindergarten English teachers.
2. Context
Twenty-first century learning is about the process of integration and using knowledge, not just the acquisition of facts and procedures. Educators need to build assessments for learning, rather than just solely teaching. Assessment is different from testing. According to Graves, Juel, Graves (2006), assessment uses ongoing evaluations and is used to guide further instruction.
Accounts by Mitchell (1992), Wiggins (1992), and Wolf, LeMahieu, and Eresh (1992) suggest that teachers who have used performance tests report improved thinking and problem solving in their learners. Additionally, school districts in Colorado, Oregon, California, New York, New Hampshire, Texas, Illinois, and other states have all taken it upon themselves to experiment with performance tests in their classrooms (Educational Leadership, 1992). We carried out a small-scale project with observation method because the value of observing is not for collection of files but to assess the prospective development and to match it is with an appropriate response.（Carole Sharman Wendy Cross Diana Vennis Observing Children: A Practical Guide, 3th Edition）
Wordless picture books can be both “pure” picture books or the “almost” wordless picture books that rely on illustrations to tell a story, and they offer a variety of topics, themes, and levels of difficulty (Jalongo, Dragich, Conrad,
Introduction
The focus of this paper is on the assessment processes used in descriptive studies of children, aged 3-4 years, who are learning English. We adopt mainly classroom assessments with naturally occurring performance tasks and used multiple intelligence theory to assess their progress. In so doing we have found both problems and benefits that come from using this kind of assessment for young children. Lots of data were put to use for this paper, and my hope is that it could open and enlighten kindergarten English teachers.
2. Context
Twenty-first century learning is about the process of integration and using knowledge, not just the acquisition of facts and procedures. Educators need to build assessments for learning, rather than just solely teaching. Assessment is different from testing. According to Graves, Juel, Graves (2006), assessment uses ongoing evaluations and is used to guide further instruction.
Accounts by Mitchell (1992), Wiggins (1992), and Wolf, LeMahieu, and Eresh (1992) suggest that teachers who have used performance tests report improved thinking and problem solving in their learners. Additionally, school districts in Colorado, Oregon, California, New York, New Hampshire, Texas, Illinois, and other states have all taken it upon themselves to experiment with performance tests in their classrooms (Educational Leadership, 1992). We carried out a small-scale project with observation method because the value of observing is not for collection of files but to assess the prospective development and to match it is with an appropriate response.（Carole Sharman Wendy Cross Diana Vennis Observing Children: A Practical Guide, 3th Edition）
Wordless picture books can be both “pure” picture books or the “almost” wordless picture books that rely on illustrations to tell a story, and they offer a variety of topics, themes, and levels of difficulty (Jalongo, Dragich, Conrad,