Implementing Systematic Informal Assessment In Early Education Settings

Authors

Audra I. Classen, University of Southern MississippiFollow
Gregory A. Cheatham, University of Kansas
Jean Kang, University of North Carolina, Greensboro

Document Type

Article

Publication Date

6-16-2020

Department

Curriculum, Instruction, and Special Education

School

Education

Abstract

The purpose of this study was to investigate early educators’ current practices, knowledge, beliefs and training needs for utilizing various informal assessment methods. Early educators working Head Start centers and other child care from two southeastern states completed an online survey. The results indicated that participants primarily used one-two informal assessment practices; with anecdotal notes and event/frequency being the most popular. In addition, Head Start teachers used significantly fewer informal assessment methods compared to those in other child care settings.

Publication Title

Head Start Dialog

Volume

23

Issue

1

Recommended Citation

Classen, A. I., Cheatham, G. A., Kang, J. (2020). Implementing Systematic Informal Assessment In Early Education Settings. Head Start Dialog, 23(1).
Available at: https://aquila.usm.edu/fac_pubs/21333