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.
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, & Zhang 2002). Many educators have used wordless picture books to support the development of young children’s literacy skills (Avery 1996; Gitelman 1990; Read & Smith 1982; Reese 1996). Because of the absence of print, it also makes it possible for ESL or EFL students doing reading and writing activities to use the same materials. In the next section we will present the experience of practicing a performance assessment in my teaching and learning.
The authors of this paper are Li Shu and Teacher Yang. Li Shu is an English teacher who works as a teacher at the Montessori kindergarten, Etonkids. Teacher Yang is also a teacher at Etonkids, working in the Casa class (from 3-years old to 6- years old). Li Shu (Li) and Yang observed a group of 10 2-3year children for over 1 week without telling students that this is for assessment. Concerning the children’s family culture, 4 children’s parents don’t understand English and don’t speak English; 4 children’s parents speak a little English and 2 children’s parents can understand English and speak English to them.
Procedure (step by step)
Teaching and learning require that you constantly gather information and make decisions. You might not realize it, but teachers make decisions about students at the rate of one every 2 to 3 minutes (Shavelson & Stern, 1981). That’s about 20 decisions every class period! Sound teaching decisions require sound information and only sound assessment procedures gather sound information. Researchers estimate that teachers may spend anywhere from one third to one half of their time in assessment-related activities (Stiggins, Conkin, & Associates, 1992) so every teacher should think about the decisions that he/she makes. After I participated in the course “Educational Assessment of Students”, I learned that before I teach and assess, I think about the following questions: 1. What content do I need to cover during this day, this week, this month, and...