Educational learning is a process that requires effective exploitation of child’s learning potentiality in coping with the incorporated educational programs. In most cases, children’s educational performances have been dismal with subjective low educational grades which signified lack of basic educational foundations right from their early childhood states. At this stage, children normally require adequate and effective assessment strategies that relate their development with learning process. Informal assessment has played a significant role in addressing educational problem that affects children in their preschool and primary-grade educational level. It has been essential in not only identifying and understanding the developmental characteristics that hinder their learning progress, but also in initiating effective educational interventions. The write up in addressing informal assessment summarizes the information that can be learned through observation. It also recommends types of intervention that can be incorporated in enhancing informal assessment.
As pointed out by Wortham (2011), informal assessment is the evaluation of the child’s learning progress from the data collected through observations. Teachers normally engage preschool and primary grade children in assessment procedure that enables them to observe and effectively familiarize themselves with children’ learning process and development. Worth (2009) points out that informal assessment normally gives the child an opportunity of demonstrating his or her learning potential through engagement of unstructured and structured assessment procedures. For instance, teachers may observe primary-grade children’s level of competence in joining materials together in making a collage. This assists the teacher in assessing and understanding the child’s educational organizational framework and progress as he or she develops adverse learning procedures. Moreover, observing the nature at which preschool and primary-grade children interact and share learning materials in classroom helps in assessing their social and behavioral development in enhancing learning process.
The write up in addressing informal assessment summarizes the information that can be learned through observation. It also recommends types of intervention that can be incorporate in enhancing informal assessment.
Observing preschool and primary-grade children participation in outdoor classroom events helps in assessing child physical, social, and behavioral development. According to Wortham (2011), the teacher can easily capture a child’s social and behavioral development through interactions. For instance, a child who isolates himself and seeks teacher’s intervention during outdoor classroom events enables the teacher to assess his or her social and behavioral development. Moreover, the teacher can observe and evaluate the behavior of other children who seem undisturbed by the isolation of one of them in group playing event.
On the other hand, observing preschool and primary-grade children in fine-motor assessment gives out their educational creativity. According to Wortham (2011), preschool children are normally subjected to small construction toys which to them seems to be a playing tool but rather assessment tool for the teacher. The teacher is able to observe how the child is able to effectively move his or her body parts in using the toy and manipulatively construct it to another format. She points out that the teacher is able to grasp on what the child tend to and understand, and eventually learn to help in developing learning ability especially when the child seek teacher’s intervention in times of difficulty. Moreover, she notes that observing through play-based assessment assists in identifying the preschool and primary-grade child’s learning disabilities.
Preschool and Primary-grade children who isolate themselves in indoor or outdoor classroom activities require language cognitive development. According to Wortham (2011), preschool and primary-primary school children normally have no developed and mastered language approach which aggressively hinders their social interactions. Therefore, it is essential for teachers to engage these children in language development programs either by using a picture collage or physical artifacts. By asking the child’s opinion or recognition about the artifacts, he develops effective language involvement which is essential for social and behavioral development.
On the other hand, Wortham (2001) points out the need for teachers to have effective developmental anecdotal checklist for preschool and primary-grade children. She points out that, while the preschool anecdotal developmental checklist identifies and monitor the child’s physical, cognitive, and social development, the primary-grade checklist should concentrate on curriculum contents. For instance, primary-grade anecdotal recording helps in assessing the child’s subject development especially in cases where the child is asked to reread sentences that do not give clear meaning. This not only assists the teacher in assessing the child’s subject analysis, but also develops the child’s subject understanding and involvement. Moreover, she points out that engaging primary-grade child in creative educational activities such as oral presentations and fancy plays, helps in evaluating his or her subjected development. Therefore, teachers should initiate checklist that not only identifies skills and targeted behaviors of the children, but also sequentially organize and present records of child’s learning progress.
In conclusion, it is essential to note that assessing the children’ early behavior and social development in classroom environment is important in understanding their learning progress. The paper has pointed out the need for teachers and institutional organizations to enhance informal assessment programs that is essential in understanding the child’s developmental and curriculum progress.