Learning Media Assessments

judicial decision is a tool used in education and it is an important component of learning. The primary purpose of judgement is to improve students learning, I administered four types of assessments to Camila, a 2 and a half years old Latino girl.The assessments administered to Camila wereDenver II, checklist, anecdotal, and interest survey.Denver II PhysicalThe Denver II assessment was designed to everyplacesee the development of infants and preschool-aged children it includes the toping of the four domains, Personal-social which is getting along with people and caring for personal involve,Fine Motor-Adaptive this includes oculus hand coordination, manipulation of belittled objects, and problem solving, Language it includes hearing, understanding, and using language, and Gross motor it includes sitting, walking, jumping, and overall magnanimous muscle movement in general.The scoring is as follow P= go- child successfully answers item, F= Fail- child does not successfully perform item. NO= No opportunity- the child has not had the chance to perform the item, or report from caregiver is that child does not do the item due to restrictions from caregiver or separate reasons, and R= Refusal- the child refuses to attempt the item, this can be minimized retributory by asking the child to do the item rather than asking. PurposeThe purpose of the Denver II assessment is to screen children from 1 to 6 years of age for possible developmental problems or issues, to confirm suspected problems with an bearing measure, and to monitor children at risk for developmental problems.The assessment was administered with the m some other personaicipation with the swinish motor part done outside. I tried to make both of them leisurely to do the fine motor screening, Camila sit down at the floor and her mother sat beside her.I explained to the mother that the child was not expected to pass all the items, but we were waiver to allow the child to manipulate the items to be used to feel comfortable by the time the activity was done. A set of blocks were condition to Camila and she was told to make a tower with octad blocks.Camila carefully piled ten blocks making sure all the blocks were straight. She do three other towers with the other blocks. Camila imitated a vertical line.Camila, her mother and I went outside to do the gross motor part, Camilas mother showed Camila how to jump a broad jump and throw the ball over her head, she therefore encouraged Camila to imitate her three trials were given to do the broad jump, the first two times scoring a F and the third a P.Camilas mother and I praised Camila for her efforts in doing the tasks.To minimized bias, I performed the assessment in Spanish I explained the tasks we were going to work to Camilas mother before doing them. I gave her a copy of the assessment for her to read the items at the homogeneous time I was asking them.I asked the mother first about each item then we asked Camila to do each task to confirm her development.Checklist Social and EmotionalA checklist is a tool for determineing the presence or absence of conceptual knowledge, skills, or behaviors. Checklists are tools that state specific criteria and allow teachers and students to gather information that can deliver an informal profile of each child.Checklists to a fault help teachers to make judgements about what students know and can do in relation to the outcomes. Checklists allow teachers to consistently monitor and document progress and focus extra heed on the items that mark deficiencies in development growth.The checklist may assess domains such as fine and gross motor, expressive and receptive language, intellectual, social-emotional, and self-help skills. These checklists bear information about what a child can and cannot do in each developmental area. Teachers can use this information to help set goals for a child and pattern activities that help the child progress.An example of a deve lopmental checklist, Observation Checklist for Teachers, is at the end of this chapter. Other checklists provide teachers with a record of what learning centers the children choose, or which materials they use most often. They are helpful in assuring, for example, that children who slip by most of their free time in the art area are encouraged to explore other activity centers.The teacher can help the child make this transition by setting up a favorite art activity in another part of the room, such as characterization clouds and the sky for a castle that will be built with blocks and small boxesPurposeThe purpose of checklists is to identify and record students, skills, strategies, attitudes, and behaviors that are necessary for effective learning. Checklists can also be used to communicate a students learning to his/her parents.The assessment was administered during several days of observation during play and circle time.I observed Camilas choices and decisions when she was perfo rming in the pretend area. Camila played along other children and imitated what another girl did when playing with a small doll. During circle time she waited for her turn to hold the ball when playing a game.Bias was minimized when I wrote only if the facts and focus on Camilas strengths Observation Anecdotal record CognitiveAn anecdote is an account of an event in a childs day the record of this event can be detailed or brief.In other words is a short story detailing the facts of an event in the childs day. These short reports described in a factual way, the incident, its context, and what was said or done by the participant. On most cases anecdotes focus on very simple, everyday interactions among children, adults and children, as well as materials and children in the environment.PurposeAnecdotes capture the richness and complexness of the moment as children interact with one another and with materials. These records of child behavior and learning accumulated over the time enhan ce the teachers understanding of the individual child as patterns or profiles begin to emerge.Behavior alter can be tracked and documented and placed in the childs portfolio resulting in suggestions for future observations, curriculum plan and student or parent conferences. The anecdotes or observations were done during center time my observations were done of what Camila did and what she said charm she was playing with the blocks and the farm animals.Camila built a tower of eight blocks and called the teacher to see it, she then made other small towers and put the animals on the top of each tower she clapped her hands when she saw the results. Camila also used other blocks to make a little cage for the baby animals.Bias was minimized when I wrote only the facts and quotes she used when playing.I also focused only on Camilas strengths.Interest surveyInterest surveys provide of import information from students that teachers can use to establish and maintain positive relationships provide information of the students individual needs and preferences.PurposeThe purpose of the interest surveys is to help teachers in choosing the appropriate materials and instructional decisions based on the denotative interests for each student. Students are more likely to be engaged if the instruction connects to their interest.I started the survey with Camila by showing several legers Camila looked at the books and grabbed the book of Brown Bear. I permit Camila look at the book for a while and then showed her the survey and explained to her what she needed to do.I covered the survey and uncover just the scruple I was asking at the time. I also provided the hoodlums to use one at a time for her to choose the answer she wanted. Bias was minimized when the survey was done in Spanish and Camila was let to put on a sticker on each answer she chose. Camila took her time to put the sticker on the desired picture and I let her take her time looking at the surveys question and pi ctures.