Julie Modson

1. Purpose: Preschool Mathematics

a. Early Childhood Standards of Quality for Prekindergarten: Michigan State Board of
Education 2005

#7 Early Learning Expectation: Geometry. Children build their visual thinking skills
through explorations with shape and the spaces in their classrooms and
neighborhoods.http://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422
339_7.pdf (P.66)

#3 Early Learning Expectation: Classification and Patterns. Children begin to

develop skills of recognizing, comparing and classifying objects, relationships,
events and patterns in their environment and in everyday life.
http://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf
(P.64)

#4 Early Learning Expectation: Counting and Cardinality. Children extend their

understanding of numbers and their relationship to one another and things in the
environment.
http://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf
(P.64)

2. Instructional Objectives (IOs)

1. #7
o Child will build their visual thinking skills through explorations with shapes and the
spaces in their neighborhoods and classrooms. (Early Childhood Standards of Quality
For Prekindergarten: Michigan State Board of Education, 2005, p.66)
2. #3
o Child will be able to compare and classify objects & patterns in their environment and in
everyday life. (Early Childhood Standards of Quality For Prekindergarten: Michigan
State Board of Education, 2005, p.64)
3. #4
o Child will have an understanding of numbers and their relationship to one another and
things in the environment. (Early Childhood Standards of Quality For Prekindergarten:
Michigan State Board of Education, 2005, p.64)
3. Specific Behavioral Objectives (SBOs)
1. Given 8 shapes in the environment (condition), the child will correctly sort all of the shapes
(100% performance standard implied) into four groups of shapes with squares, triangles,
rectangles, and circles (behavior).
2. Given 4 basic shapes (condition), the child will verbally correspond (behavior) each shape within
their environment correctly (100% performance standard implied).
3. Given a rectangle and a square (condition), the child will verbalize the difference (behavior)
between the shapes correctly (100% performance standard implied).
4. Given the four basic shapes (condition), the child will verbalize the difference (behavior) between
a circle and the other three shapes correctly (100% performance standard implied).
5. Given the four basic shapes (condition), the child will verbally (behavior) determine how many
sides/straight edges on three of the shapes (less than 100% performance standard implied).

1. Given an AB pattern (condition), the child will draw the next shape/object (behavior) in the
pattern correctly (100% performance standard implied).
2. Given an ABC patterns (condition), the child will draw the next shape/object (behavior) in the
pattern correctly (100% performance standard implied).
3. Given an ABC pattern (condition), the child will fill in (behavior) two of the three missing shapes
in the given pattern (less than 100% performance standard implied).
4. Given two pattern types (condition), the child will verbally (behavior) identify only one of the
patterns given correctly (less than 100% performance standard implied).
5. Given an AB pattern (condition), the child will fill in missing blanks in the patterns correctly
(100% performance standard implied) by drawing the shape (behavior).

1. Given an assortment of pom poms (condition), the child will count (behavior) them accurately
(100% performance standard implied).
2. Given a random number (condition), the child will count (behavior) out objects to correspond to
the given the number correctly (100% performance standard implied).
3. Given the number of people in their family (condition), the child will count (behavior) out how
many plates will be needed to set the table accurately (100% performance standard implied).
4. Given seven buttons (condition), the child will determine how many more buttons are needed
(behavior) to get to a total of ten correctly (100% performance standard implied).
5. Given ten printed (1-15) numbers (condition), the child will draw/place (behavior) the correct
number of items for eight of the ten numbers (less than 100% performance standard implied).

4. Table of Specifications or Blueprint:

ISBOs/Blooms Taxonomy

Given 8 shapes in the environment (condition), the child will correctly

sort all of the shapes (100% performance standard implied) into four
groups of shapes with squares, triangles, rectangles, and circles
(behavior).
Given 4 basic shapes (condition), the child will verbally correspond
(behavior) each shape within their environment correctly (100%
performance standard implied).

Ap

Given the four basic shapes (condition), the child will verbalize the
difference (behavior) between a circle and the other three shapes
correctly (100% performance standard implied).

Given the four basic shapes (condition), the child will verbally
(behavior) determine how many sides/straight edges on three of the
shapes (less than 100% performance standard implied).

Given an ABC patterns (condition), the child will draw the next
shape/object (behavior) in the pattern correctly (100% performance
standard implied).

Given an ABC pattern (condition), the child will fill in (behavior) two of
the three missing shapes in the given pattern (less than 100%
performance standard implied).

Given two pattern types (condition), the child will verbally (behavior)
identify only one of the patterns given correctly (less than 100%
performance standard implied).

Given an AB pattern (condition), the child will fill in missing blanks in

the patterns correctly (100% performance standard implied) by drawing
the shape (behavior).
Given an assortment of pom poms (condition), the child will count
(behavior) them accurately (100% performance standard implied).

Given a rectangle and a square (condition), the child will verbalize the
difference (behavior) between the shapes correctly (100% performance
standard implied).

Given an AB pattern (condition), the child will draw the next

shape/object (behavior) in the pattern correctly (100% performance
standard implied).

An

Given a random number (condition), the child will count (behavior) out
objects to correspond to the given the number correctly (100%
performance standard implied).

Given the number of people in their family (condition), the child will
count (behavior) out how many plates will be needed to set the table
accurately (100% performance standard implied).

Given seven buttons (condition), the child will determine how many
more buttons are needed (behavior) to get to a total of ten correctly
(100% performance standard implied).

Given ten printed (1-15) numbers (condition), the child will draw/place
(behavior) the correct number of items for eight of the ten numbers (less
than 100% performance standard implied).

Totals

5.

Assessment Items or Tasks (Test Bank): Convert your 15 SBOs into a list of 15 questions/tasks/test
items. Then, provide an explanation of what is addressed by each number question/task. Each task
should be written so that it solicits a response from the child. Do not include assessment directions in
this section.
1. Please sort these 8 shapes into four groups: square, rectangle, triangle, circle. (Task is worded as a
command and is assessing visual thinking through exploration of shapes)
2. Where can you find a square, circle, rectangle, and triangle in your home/classroom? (Task is worded
as a question and it is assessing exploration of shapes in the community)
3. Tell me the difference between a square and a rectangle. (Task is worded as a command and is
assessing visual thinking of shapes)
4. Tell me the difference between a square, triangle, circle, and rectangle. (Task is worded as a command
and is assessing exploration of shapes)
5. Please tell me how many sides each shape has (square, triangle, rectangle, circle) and how each one is
different. (Task is worded as a command and is assessing exploration of shapes)
6. What shape comes next in our pattern? (Task is worded as a question and is assessing comparing and
classifying patterns and objects)
7. Draw the next shape in the pattern. (Task is worded as a command and is assessing comparing and
classifying patterns and objects)
8. Fill in the missing pieces of this (ABC) pattern. (Task is worded as a command and is assessing
comparing and classifying patterns and objects)
9. Tell me the pattern type (AB or ABC) for each of the patterns. (Task is worded as a command and is
assessing classifying patterns and objects)
10. Fill in the missing blanks of this (AB) pattern. (Task is worded as a command and is assessing
comparing and classifying patterns and objects)
11. How many pom poms are in front of you? (Task is worded as a question and is assessing
understanding of numbers and their relationship to one another)
12. Please tell me what number this is, and count out buttons to show that number. (Task is worded as a
command and is assessing the understating of numbers and their relationship to one another)
13. Tell me how many plates you would need to set the table for your family. (Task is worded as a
command and is assessing the understating of numbers and their relationship to one another)
14. You have seven buttons on the table, how many more would you need to have ten buttons? (Task is
worded as a question and is assessing the understating of numbers and their relationship to one
another)
15. Show me how many apples go in each basket according to the number on them. (Task is worded as a
command and is assessing the understating of numbers and their relationship to one another)

6. Test/Assessment:

Name: __________________________________
1)
Match the item to its shape!

2) Whats different between the first 2 shapes?

3) Whats the difference between all of the shapes?

4) How many sides does each shape have?

5) Where can you find these shapes?
6) What shape comes next in the pattern?

7) Draw the shape

8) Fill in the missing shapes in the pattern!

9) Which pattern has more than 2 shapes? Which pattern only has 2 shapes
that repeat?
1.

2.

10) What number is this? Draw the number in apples.

11) Count the buttons, and write the number.

How many more buttons do we need to make 10? Draw them.

12) Draw the number of apples for each basket!

Assessment Record Form

Time Start:______________________________
Purpose:_________________________________
Student's Name __________________________
Administered by: _________________________

Test Description

EX. Match pictures to shapes

Time End:_______________________________
Date:__________________________________
Student's Age:___________________________
Assessment Site/Place:_____________________

Task Completed in One

Try
Task Completed w/ >1 try
X

Not Completed/
Didn't Try

Comments/Concerns
Was distracted by another student and had to try
again

1 Match object to shape

2

What's the difference between

the first 2 shapes?

What's the difference between all

the shapes?

How many sides does each shape

have?

5 Where can you find these shapes?

6

What shape comes next in the

pattern?

7 Draw the shape.

8

Fill in the missing shapes in the

pattern!
Which pattern has more than 2

9 shapes repeating? Which one only

has 2 shapes repeading?

10

What number is this? Draw

the number in apples.

Count the buttons, and write the

number. How many more apples
11 will we need to have 10? Draw
them.

12

Draw the number of apples for

each basket!

Assessment Key
Task Completed On First Try: Place an X in the corresponding box whenever the child correctly/successfully demonstrates/completes the task on the first try.
Task Completed after Multiple Tries: Place an X in the corresponding box whenever the child incorrectly/unsuccessfully demonstrates/completes the task on the first try,
but corrected him or herself on the second or third try only.
Task Not Completed: Place an X in the corresponding box whenever the child refuses to demonstrates/completes the task.
Comments: Please explain why the child did not complete the task or how many tries were needed to complete the task. Also, write comments made by the child,
disruptions, or anything else that may have affected the validity and reliability of the assessment.

7. Assessment Packet
Preparing Test- Directions
1. Purpose: Understanding what a preschooler knows about shapes, patterns, and counting
2. Physical setting: Child will be assessed in a quiet area at an appropriate sized table and chair in a
familiar setting.
3. How Assessment will begin: Encourage the child to do their best. I need your help to find out
what you know by doing some activities.
4. Time allowed for completing the test: As much time as needed with breaks if/as needed
5. Basis for responding: If the child doesnt respond to question, repeat question again. Can rephrase
question for better understanding without giving indication to the answer to the question. +
6. Procedure for recording: Use Record Sheet to fill in childs answers/actions for each question
7. What to do about guessing is sections-types test items: Tell the child to try their best. If they
continue to guess, move on to the next question
8. How constructed response items will be scored: Attempted 1 4, Attempted more that 1 2, Not
Attempted/Not Completed - 0
9. Have assessment, pencil/pen, records sheet, and a blank piece of paper ready prior to administering
10. Use blank paper to cover up areas of the assessment for the child to not be distracted by the
content.
11. Physical Setting for Assessment:
a. Quiet
b. No/little distractions
c. Childrens table and chairs
12. To begin, have child write name on assessment
a. Encourage the child to do their best, as you need their help to find out what they know!
b. Read prompts to the child on the assessment/record form, with assessment still in front of
child.
c. Make sure that rest of assessment is covered up until ready to move to next question
d. You may assist child in understanding question by rephrasing it/repeating if needed
13. Transitioning from one question to the next:
a. Wow you sure do know a lot!
b. Ready for my next question?
c. Great job!
d. Here comes the next one!
e. Do you know anything about shapes?
f. Hmm... What about patterns?
g. I bet you know how to count! Are you ready for some counting?
h. Wow you completed everything! Thank you for helping me find out what you know!
14. Make sure you have the records sheet available during administering the assessment to make
notes on how the student is doing/how many attempts they have done for each question.

8. Administer Assessment (when completed as a group assignment, all group members must be present
during assessment implementation): Administer the assessment on your target child following your
prescribed directions and include the record form that you used for documenting the childs
responses/performances. Only administer your assessment when your assessment package is complete
record form, assessment directions, and materials are all complete.

9. Self-Evaluation of the Process:

How did it go for you?

Upon completing my assessment with J.J., I felt that it went really well, but could use some
improvements. Because J.J. was a young three-year-old he had a hard time with a few of the questions and I
had to reword them so that he could understand what I was asking. He also was being a little silly pretending
that he couldnt draw a circle, which I found out from his mom that he could and draws them constantly at
home. As Worthan and Hardin (2016) stated, An evaluation may be conducted to assess a young childs
development overall or in a specific developmental domain... (p. 2). I feel that this assessment is was more
of an evaluation to see where J.J. was developmentally and to see what he knew since he is not yet enrolled in
preschool.

What did you learn from the experience?

I learned many different things upon completion of this experience. For instance, I learned how much
time it truly takes to compile and complete an assessment. There is a lot more that has to go into making an
assessment rather than just putting questions together that you think will work.

What did you learn about yourself as an "assessor"?

As an assessor I learned that it is hard to keep the child on the given task without having the child
become distracted. Additionally, I felt that it was hard to determine when and how long the child would need
a break for, as he turned three early last month.

What did you learn about the process of conducting a one-on-one assessment?
When conducting a one-on-one assessment, I learned that the process of assessment can vary from
child to child, depending on the intention of who the assessment was created for. For instance, I had J.J. in
mind when creating this assessment. It would be different if I had another child in mind and knowing their
abilities and what they are capable of doing.

What did you learn about following a prescribed procedure (Did you follow your planned order of
presentation)?
When following a prescribed procedure, it was hard to know when the child had enough/was being
silly and to move on to the next question. I stayed to the order of the assessment and purposefully covered up
parts of the assessment so that J.J only saw the items for question that was being asked at that time.

What would you, as the assessor, do differently if you could start over?
If I could start over, I would rephrase the questions to have simpler terms for a three-year-old to
understand and comprehend. Additionally, I would have done separate pages for each question to break it up
more for the child and to decrease distractions of previous and/or upcoming questions or tasks. I would also
relate more items to the real world with meaningful context for the child to have a more authentic
assessment (Worthan & Hardin 2016). Lastly I would have made a few of the questions a little easier and a
few harder so that this assessment is not just limited to children three years of age, but those children whom
are of preschool age.

What did you learn from doing the adaptations section?

From doing the adaptation section, I learned various ways to understand what it looks like for a young
child to have ADHD symptoms and that they need to have the assessment altered slightly for them and
additionally will need a lot of refocusing to help them stay on task and focused.

10. Attachment: any work samples, blank test packet that includes questions/tasks, record form that includes
directions, and test props.

ADAPTATIONS (Section B)
1. Adaptations Background Information:
My adaptation is hypothetical due to the child I assessed is not diagnosed with ADHD, nor does
he show signs of having ADHD. Mandell (2015) stated that children who have ADHD typically
have symptoms which include: have difficulty paying attention, fidgeting and/or squirming,
impulsive, aggressive behavior when playing and more.
a) Some possible sources of measurement error one might encounter if they were to give my
test to a student with ADHD would include: difficulty paying attention, fidgeting and/or
squirming, impulsive, aggressive behavior when playing, and possibly distracted
b) In order to adapt my assessment to meet the needs of this child with special needs, I would
have to include more breaks as well as have the child sit not in a regular chair, but an exercise
ball. The exercise ball would allow the child to move while sitting without getting distracted.
I would also make assessment task engaging, room free of external distractions/stimulations,
scheduled breaks as well as in-between sections of the assessment.
c) Some possible sources of measurement error within the adaptation of the statement above
would include over stimulation by external distractions/stimulations, child wondering what
the new room is for and why they are there. As well as having the child dictate when they
need break and for how long; too long and child looses interest.
d) To help reduce the possibility of error within my adaptation I would make sure that the
student is familiar with the testing area/space as well as little, to no, noise to aid in their
ability to focus on the assessment and to not be distracted during their assessment time. By
ensuring that the child is comfortable in the area where the testing will be taking place, with
no distractions, then this would greatly reduce the possibility of error for a child who has
ADHD.

References

Early Childhood Standards of Quality for Prekindergarten. (2005). Retrieved from

https://www.michigan.gov/documents/mde/ECSQ_OK_Approved_422339_7.pdf
Mandell, R. (2014, January 15). Signs and Symptoms of ADHD in Toddlers. Retrieved October
23, 2015, from http://www.healthline.com/health/adhd/toddlers#ImpulsiveBehavior5
Wortham, S., & Hardin, B. (2016). Assessment in early childhood education (Seventh ed.).

EASTERN MICHIGAN UNIVERSITY

Department of Teacher Education
Dr. Baiyee, Instructor
ECE 341: Assessment of the Young Child
Assessment Report Assignment

Cover Page

Name(s): Julie Modson

Time of Day: 2:30pm

Length of Testing: 28 Minutes (including 3 breaks)

Others Present (if any):

Child Studied (use pseudonym): J.J.

Location: Ward Church Nursery Northville, Michigan

Date of Testing: 10/20/2015

Date of Birth: 9/14/2012

Child's Age: 3 years 1 month

Date: 10/27/2015

ECE 341 Assessment Report Evaluation

Signature(s):
Possible Points
Cover Page
Grading Rubric
Assessment Development
Test Development
(11 points)

Assessment Packet
Record Form or Answer Key
(5.0 points)

Assessment Adaptations
Adaptations
(5 points)

Self-Evaluation
Self-Evaluation
(4 points)

Miscellaneous
Appendix
(credit or no credit)
Overall cohesiveness
(credit or no credit)

Grand Total = 25 Points

Criterion
-Complete
-Complete as a checklist

Date: 10/27/15
Self
X

-Purpose of assessment
-IOsalignment with standard(s) & cite standard in
reference
-SBOs--Complete
-Table of specificationat least three levels of Blooms or
any other taxonomy
-Test Bank
-What each test item measure
-Selected 10 12 questions/tasks/commands
-Develop record formcomplete and user friendly

X
X

-Record form contains provision for identifying

information
-Detail instructions/directions that are linked to the utility
of the documentation section of the record form
-Ease of use/practical
-Materialsauthentic/realistic, practical packaging

-Background information on identified special need,

-Cite source of information and include a reference page;
specify whether situation is hypothetical
A. Source of measurement errorat least four
B. Adaptations (Correspond with A)
C. Source of measurement error (Correspond with B)
D. Adaptations (Correspond with C)

X
X

-Clearly delineate responses to all prompt, thorough and

reflective
-Write in first person
-Include at least two direct quotes
-Use appropriate pronoun if complete as a group project

-Assessment packet record form and materials

-Childs work samples if applicable
-Organizationuse of headings/sub-headings, adherence
to assignment directions, consistency and mechanics of
writing, write in 1st person, creativity, all aspects of
assignment typed

X
X
X

25 Points
Comments: You must fulfill all aspects of the assignment, as none is optional.

Inst.

X
X
X
X
X
X

X
X
X
X

X
X
X
X

X
X

/25

25