| “Assessment of children’s development and learning is essential for teachers and programs in order to plan, implement, and evaluate the effectiveness of the classroom experiences they provide.”
Source: NAEYC Position Statement on Developmentally Appropriate Practice, 2009
Intentionally using assessments will help your young students succeed in transitional kindergarten, and build the strong foundation that will ultimately prepare them for meeting the kindergarten standards. Effective assessment of transitional kindergarten-aged students can be “challenging because they develop and learn in ways that are characteristically uneven and embedded within the specific cultural and linguistic contexts in which they live.” 1 As you consider how assessment can support your classroom planning, you might reflect on some of these questions:
- Given the linguistic and cultural diversity of our students, how can I ensure that I have accurate evidence of their progress?
- How do I monitor student progress from day to day?
- How do I identify and address the needs of students who are struggling to keep up?
- How do I identify and address the needs of students who might benefit from extended or accelerated learning opportunities?
The assessment section of TKCalifornia briefly outlines the definitions and goals (as used on this website) of basic types of assessments, and then offers guidance on effective formative assessment including concrete examples and helpful suggestions. Daily use of formative assessment within your instructional practices will help your transitional kindergarteners find success in meeting challenging standards by the end of traditional kindergarten.
In this section, learn more about:
Types of Assessments: Definitions
This section defines the roles that summative, diagnostic, interim and formative assessment play in your overall assessment plan. Learn more.
Formative Assessment and Differentiated Instruction in TK
This section will help you support teachers as they use formative assessment and differentiated instruction in the classroom. Learn more.
Guidance for Supervising and Coaching
This section provides direction on what to look and listen for when observing teachers as they engage in teaching and learning activities that incorporate classroom-embedded formative assessment and differentiated learning experiences. Learn more.