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Management of assessment tools for children's writing
Author
Lee, Irene Lay Lan
Supervisor
Mau, Rosalind Y.
Abstract
Administrators in pre-schools face challenging tasks as educational leaders and accountability agents. As administrators, they are accountable to the various stakeholders for the teachers and children's performance. Hence, it is necessary for them to be equipped with effective and developmentally-appropriate assessment tools.
In this study, developmentally appropriate assessment tools were developed and administered to nine Kindergarten Two children. The study used a time-series quasi-experimental one group pretest-posttest design to measure the children's writing performance and processing skills over a five-month period.
Using multiple assessments, the tools included a developmental checklist to assess children's writing samples, observation checklists to document behaviour during writing activities, summary records to interpret data collected and interviews to gather feedback on the tools administered. The tools were selected because they embrace an holistic approach in assessing children's development.
Results from the study showed that the assessment tools enabled administrators to measure children's learning, to group children by abilities and to assess individual children's strength and weakness. The tools also revealed curriculum strengths and weaknesses and provided evidence that children practised thinking skills during their writing activities. More importantly, the tools helped administrators to keep tab of teachers' performance in the classroom as well as to provide feedback to parents.
Implications for future use and research on the assessment tools were discussed.
In this study, developmentally appropriate assessment tools were developed and administered to nine Kindergarten Two children. The study used a time-series quasi-experimental one group pretest-posttest design to measure the children's writing performance and processing skills over a five-month period.
Using multiple assessments, the tools included a developmental checklist to assess children's writing samples, observation checklists to document behaviour during writing activities, summary records to interpret data collected and interviews to gather feedback on the tools administered. The tools were selected because they embrace an holistic approach in assessing children's development.
Results from the study showed that the assessment tools enabled administrators to measure children's learning, to group children by abilities and to assess individual children's strength and weakness. The tools also revealed curriculum strengths and weaknesses and provided evidence that children practised thinking skills during their writing activities. More importantly, the tools helped administrators to keep tab of teachers' performance in the classroom as well as to provide feedback to parents.
Implications for future use and research on the assessment tools were discussed.
Date Issued
1998
Call Number
LB1181 Lee
Date Submitted
1998