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Table of Contents

• Assessment Through Protfolios in the Primary Grades
• Week of the Young Child
• Wanted: Advocates for Play in the Primary Grades
• Inviting Help from Parents

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Assessment Through Portfolios in the Primary Grades

Susan W. Nall

Authentic assessment. Evaluation. Portfolios. Quality Review. Performance Objectives. What does it all mean? How does it relate to the primary grades? As with numerous educational trends in this country, teachers often feel confused, overwhelmed, or anxious. Some teachers, particularly veteran teachers, often develop either a cynical attitude or one of "this too shall pass." Assessment, however, is a topic that is fundamental to excellence in the primary grades and cannot be dismissed.

Portfolio assessment is a powerful instructional tool that reflects learning experiences-both the teacher's activity and the children's activity (Meisels, 1993). It integrates instruction and assessment. Teachers in the primary grades develop portfolios for the purpose of documenting a child's growth and progress over time and communicating with parents about their child. It is important for teachers to ensure that the portfolio reflects all of the developmental domains as well as the major curricular areas.

Portfolios emphasize what children are doing rather than what they are not doing. This philosophical stance may be contrary to the more traditional way of viewing the progress of children. However, it is consistent with the principles of developmentally appropriate practice and the principles of teaching with a view of the whole child (Bredekamp, 1987). Portfolios also emphasize self-assessment. For example, Farr and Tone (1994) discuss the process of self-assessment in language arts. They relate it to the essence of life Ion learning. 9 This author believes in simplifying the process so that assessment through portfolios is manageable and meaningful. Gullo (1994) asserts that authentic assessment does not disrupt the process of curriculum implementation since the content areas in the primary grades afford teachers many opportunities to engage in assessment. Paulson, Paulson, and Meyer (1991) discuss portfolios as means that permit instruction and assessment to be woven together in a way that more traditional approaches do not.

Assessment and Evaluation

It is helpful to distinguish between assessment and evaluation. Although the terms are often used interchangeably, they denote different processes. The National Association for the Education of Young Children has developed guidelines that define assessment as "the process of observing, recording, and otherwise documenting the work that children do and how they do it, as a basis for a variety of educational decisions that affect the child" (Bredekamp & Rosegrant, 1992). Evaluation refers to the process of examining information and finding value in it, therefore making judgments and interpretations (Batzle, 1992).

What is a Portfolio?

A portfolio is a systematic collection of children's work and other relevant information that reflects the development and progress of an individual child over time (Hills, 1992). Teachers select items for children's portfolios on a systematic basis; however, children can select items, or teachers and children can make selections collaboratively. Since portfolios require students to collect and reflect on examples of their work, providing an instructional component to the curriculum as well as the opportunity for authentic assessments, they become effective assessment tools.

What are the Purposes of a Portfolio?

The numerous educators who are writing about portfolios (Wiggins, 1989; Hills, 1993; Meisels, 1993; Farr & Tone, 1994) agree that the purposes of a portfolio include the following:

1. to plan for instruction,
2. to demonstrate growth over time,
3. to show the process by which the work is done, as well as the product,
4. to document achievement,
5. to communicate with parents,
6. to communicate with the child's subsequent teacher, and
7. to assist in program evaluation.

What are the Basic Contents of a Portfolio?

Although different sources identify various items for a child's portfolio, this author suggests the following items for a portfolio of a primary grade child:

• observation records,
• checklists,
• work samples, and
• parent information.

Observation Records

Observation records are written observations of children recorded while they are engaged in daily activities. Notes may be taken spontaneously, or they may be taken during a designated time. Observational records focus on exactly what the child does or says, with the day, time, and setting noted. Index cards, spiral notebooks, post-it notes, and file folders are helpful tools in recording. Records are objective in nature and do not include opinions, judgments, or interpretations.

Checklists

Checklists are listings of specific skills or concepts that teachers identify which are related to the curriculum as well as to national, state, and local curriculum standards (Meisels, 1993). Teachers use checklists when observing regular classroom activities or when they request children to demonstrate a skill. Checklists are simple to complete and provide specific information at a given point in time. They are helpful in supporting efforts of parents and teachers in promoting learning suited to each individual. The Math Their Way program, for example, utilizes checklists as a means to document childrens work.

Parent Information

As teachers of young children and parents work together as partners, the child's education becomes the responsibility of both home and school.

An important dimension of that partnership is information that parents can provide about their child. The Primary Program (1993) suggests that parents share with teachers their perceptions of the student, such as hopes and concerns they have for the child, and information about the child's interests, talents, and any behaviors which they can work on together. Teachers often invite the sharing of such information through the use of forms, surveys, or interest inventories.

Additional Items for a Portfolio

Other items that primary teachers place in a child's portfolio include: reading logs, video tapes, audio tapes, snapshots, conference records, running records, test results, and computer disks.

The portfolio is separate from and different than the child's cumulative folder. Test scores and other standardized information become part of the portfolio only if they take on meaning within the context of other items.

Conclusion

Teachers have historically and naturally observed children and collected their work. Through formalizing and organizing the parameters of an already established practice of elementary teachers, the power of this child-centered form of assessment is recognized. Such processes reflect an approach to teaching and learning that emphasizes a comprehensive view of the child, a cooperative style of teaching, and partnerships with families. As the 21st century approaches, portfolio assessment becomes a positive and dynamic aspect of a quality primary program.

References

Batzle, J. Portfolio Assessment and Evaluation. California: Creative Teaching Press, 1992.

Bredekamp, S. (ed.) Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8 (revised edition). Washington, DC: National Association for the Education of Young Children, 1992.

Bredekamp, S. and Rosegrant, T. (eds.) Reaching Potentials: Appropriate Curriculum and Assessment for Young Children, Volume 1. Washington, DC: National Association for the Education of Young Children, 1992.

_____. Developmentally Appropriate Assessment. Little Rock: Southern Association on Children Under Six, 1990.

Farr, R. and Tone, B. Portfolio and Performance Assessment. Fort Worth: Harcourt Brace College Publishers, 1994.

Gullo, D. F. Understanding Assessment and Evaluation in Early Childhood Education. New York: Teachers College Press, 1994.

Hills, T. W. Assessment in ContextTeachers and Children at Work. YOUNG CHILDREN, 48:20-28,1993.

Meisels, S. J. Remaking Classroom Assessment with the Work Sampling System. YOUNG CHILDREN, 48:34-40, 1993.

Meisels, S. and Steele, D. The Early Childhood Portfolio Collection Process. Ann Arbor: Center for Human Growth and Development, University of Michigan, 1991.

Paulson, F., Paulson, P., and Meyer, C. What Makes A Portfolio? EDUCATIONAL LEADERSHIP, 46:60-63, 1988.

_____. The Primary Program: Growing and Learning in the Heartland. Lincoln: Nebraska Department of Education, 1993.

Wiggins, G. A True Test: Toward More Authentic and Equitable Assessment. PHI DELTA KAPPAN, 70:703-713,1989.

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Susan W. Nall, Ph.D., is Professor of Education, Southern Illinois University at Edwardsville, and a founding member of the Primary Grades Interest Group of the National Association for the Education of Young Children. She may be contacted at Box 1122, Departments of Curriculum and Instruction, Southern Illinois University at Edwardsville, Edwardsville, Illinois 62026, (618) 692-3435. Dr. Nall adapted a previously published article expressly for Of Primary Interest.

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Week of the Young Child

The 1996 Week of the Young Child is scheduled for April 21-27. The week is designated as a time to focus public attention on the needs of young children and their, families, and to support the early childhood programs and services that meet those . . needs. This year's theme is EARLY YEARS ARE LEARNING YEARS., MAKE THEM, COUNT! For more information contact the National Association for the Education of Young Children at 14300-424-2460.

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Wanted: Advocates for Play in the Primary Grades

Sandra J. Stone

With such strong proponents of play as a curricular choice [e.g., Bruner, Elkind, Piaget, and Vygotsky, in addition to the Association for Childhood Education International and the National Association for the Education of Young Children], one would think that play would enjoy a place of honor in our primary classrooms, where children participate in play as a cherished component of appropriate practice. However, what we find across our nation are educators who have or are unwillingly sacrificing play in their endeavor to reach prescribed academic goals. Even teachers who know the importance of play to a child's development find themselves on the defensive when questioned about play in their classrooms. We have become too embarrassed to give playtime a place because of "more important" curricular priorities. Hence, play is reduced to recess time, hidden in the curriculum, or tagged as miscellaneous "free time." Children who need to play (a need for all children) go undercover, hoping their play in the classroom will not be discovered; or even worse, children deny themselves the play they need in order to please those they love and respect.

To those who value play and understand its critical importance to the growth and development of young children, the question is how do we empower ourselves to become true advocates of play?

Involving Parents

Parents can be valued partners in creating and supporting quality play experiences for their children. A class newsletter informing parents and periodically highlighting the importance of childrens play can be a useful educational tool. At informative parent meetings planned throughout the year, when we may normally discuss literacy development and math strategies, we can also share how play supports childrens learning, growth, and development.

Teachers upgrade the importance of play by bringing it into the context of parent conferences. Letting parents see how play is integrated into our curriculum and how we use play to help each child in his development is valuable. This can include sharing each child's play experiences that document growth, for example, in imagination, problem solving, negotiation, and language development.

Parents can extend play at home. Teachers can help them see the Importance of play in their children's learning and can make play kits for children to take home. These kits might be simple props for dramatic play, felt flannelboard figures to play out a favorite story or puppets, Popsicle sticks, even playdough. Children can bring the kits back and tell about or demonstrate what they did at home. This type of homewor for young children is extremely valuable.

We want to involve parents in planning play environments in the classroom or playground. One easy way is to send home requests for props for sociodramatic play, puppets, and art and building materials (see box). Inviting parents to observe or participate in the children's play and having them as partners strengthen our advocacy role.

Investigating Ways to Integrate Play Into the Curriculum

Play's integration into the curriculum can be done by creating a variety of play centers, not overlooking a home center for one. The home center is an acceptable play center in kindergarten, but it is not usually used in the [other] primary grades. However, it has continued value for 6- to 8-year-olds. Children are still developing language and narrative story. They continue to plan and make friends. They still need the support that play gives to a good self-concept. Unfortunately, just when young children are becoming "good players," the home center is removed from the classroom.

Besides providing a natural environment for language development, the home center welcomes literacy's integration. Note pads, pencils, recipe books and cards, phone, telephone book, magazines and books are supplies to be added. The home center creates a meaningful environment for functional use of literacy elements. Math may also be integrated into the home center by adding measuring cups and spoons. Introducing a toy "pet" and a pet care book incorporates social studies. The possibilities are endless.

Sociodramatic play centers in the primary grades are an excellent medium for children to act out favorite storybooks or curricular themes. Acting out stories using simple props supports wholistic retelling and demonstrates children's story sense. Thematic play centers are another wonderful educational tool for primary teachers. For example, a thematic unit on oceans lends itself to a play area complete with a submarine made from a box and underwater creatures painted by the children. In play centers like this that provide a meaningful setting, children use more elaborate vocabulary such as words like submerge, periscope, depth, fathom, and sonar.

Children may also create their own play centers based on their interests. During this process, the children will invent, design, problem solve, and plan-all higher-order thinking skills.

Primary school children can play with flannelboard story figures from favorite storybooks. This enhances story sense, story sequence, and language use. They can make their own flannelboard story figures and create their own stories. Flannelboard story play is excellent rehearsal for a creative writing activity. Flannelboard pieces can also be used by children to play with numbers, create sets, and visualize mathematical operations such as multiplication.

There's no need to limit the types of centers in our classrooms just because we are teaching primary children. In an art or music center, children create, design, and invent. Even primary children continue to enjoy budding at a blocks center Their skills are becoming more refined and their projects more complex. How sad it is to deny them this creative time when their minds are envisioning magnificent structures, spaceships, and gadgets. We want to document the children's ingenuity and insights by photographing their creations or recording their ideas in anecdotal records.

Play may be infused into all the content areas of an integrated curriculum: setting up a store when studying economics, creating a rain-forest play center when studying the environment, and providing simple props for recreating history through sociodramatic play With a few props, children become pioneers, archaeologists, and astronauts. As we evaluate our class environments (indoor and outdoor play), let's look at them with "Playful" eyes. We can ask ourselves, 'Where can play be added to support my children's cognitive, social, emotional, and physical growth?"

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Sandra J. Stone, Ed.D., is an assistant professor in literacy and early childhood education at Northern Arizona University in Flagstaff and conducts research in the area of play and literacy. She is the author of Playing. A Kid's Curriculum (Good Year Books). This article is an excerpt from a more comprehensive one of the same title, which appeared in the September 1995 issue of YOUNG CHILDREN. It is printed here with the express permission of Dr. Stone, who retains the copyright of this material. She may be contacted at 1422 W. University Heights Drive North, Flagstaff, Arizona 86001, (520) 523-4280.

Values of Play

Cognitive	Emotional	Physical	Social
abstract thought divergent thinking creativity problem solving concept development perspective taking language development	acts as a medium for expressing thoughts/feelings softens the realities of the world serves as a risk-free environment releases children's stress decreases children's anxiety builds well-being/self-concept	motor development balancing of systems body command distance judgement hand-eye coordination testing of bodies self-assurance	decentering practicing of social patterns encouraging social interaction learning to get along
-Sandra J. Stone Young Children (September 1995)

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Inviting Help from Parents for Dramatic Play

Dear Parents,

One of my goals for this school year is to increase the opportunities and materials for sociodramatic play. Research supports sociodramatic play as one of the most important forms of play because it involves the use of such skills as symbolic representation, perspective taking, precise use of language, cooperation, and sharing.

I have begun a collection of character boxes for the children's use in our housekeeping center. Each box contains some clothing, accessories, and props for creating an individual character. For example, the farmer box includes overalls, a flannel shirt, a straw hat, and a bandanna.

I need your help in completing the remaining characters. Please review the character list and return the bottom portion, indicating what character you and your child would be willing to work on and to donate to our classroom. You can find items at home (clean those closets!) or ask a neighbor or look at a secondhand store. I would appreciate it if you could work with your child to complete a single character; however, if you discover an item that would fit another character, please also send it in.

Thank you for your support of this project that will benefit your children. I'm looking forward to a wonder I year.

Character List

artist bride/groom business person cheerleader chef circus performer construction worker cowboy/cowgirl

doctor firefighter grocery clerk hairdresser judge/lawyer mechanic mountain climber musician

painter pilot police officer postal worker prince/princess teacher waitress/waiter zookeeper

Or, name any other character you can think of!

Sincerely,

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Courtesy of Kim Huff and Kim Rimbey, Washington School District, Phoenix, Arizona, as presented by Sandra J. Stone in YOUNG CHILDREN (September 1995)

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This page last updated: December 13, 2007