Nicole Baysa

2015-08446
A. Assessment Report
The Child Development Center Assessment took place last April 11-16, where in the
childrens knowledge on concepts such as size, time, color, etc., was assessed by a teacher
based on the oral responses of the children to the questions provided to them. Last April 14,
the proponent was able to observe the assessment sessions of Brent (aged 5) and Precious
(aged 2),
In terms of environment, both assessments took place in the classrooms of the
children. The rooms were divided into two to allow 2 assessments to take place per class.
Per area, there was a table separating the teacher who was seated on one end of the table,
and the child being assessed on the other. Beside the teacher were the materials that would
help in obtaining responses from the child.

The classrooms were also well-lit with a

comfortable room temperature.

The assessment procedure of the older and younger kid was quite similar. Before the
assessment, both kids were asked to take a seat, and were given time to warm-up.
Afterwards, the teacher brought out the materials that would help in asking the kids on a
certain topic. The kids would answer the questions orally at their own pace, then the teacher
asks why they gave that answer on some questions. With an evaluation sheet at hand, the
teacher would take note of the number of correct answers of the kid.
Differences lie on how the children were guided to say the right answer. Precious was
assisted by the teachers to arrive at the correct answer. When Precious gave a wrong
answer, instead of noting right away that she answered incorrectly, the teacher would give
many follow-up questions to Precious to lead her to the right answer. Brent, on the other
hand, was given less assistance in obtaining the right answer. When he gives the wrong
answer, Teacher Jen would ask around 1-2 questions to help him answer correctly. When he
fails to do so, it would be noted right away by the teacher.
Some of the materials used for the younger and older kids were the same. Both
Precious and Brent were shown the cube, glass, and basket to test their knowledge on
prepositions, the chips to test their knowledge on numbers, and the shapes to test their
knowledge on grouping while hearing out the kids meaning behind their groupings of the
shapes. The rest of the materials were used for purposes suited more for the age of the kid.

For instance, the two glasses of water were only used for Brent to test his knowledge on
object permanence, while the number and alphabet flashcards were only shown to Precious.
Before starting with the assessment, both kids were given time to prepare. However,
Precious time of preparation was much longer than Brents. Before she began with the
assessment, Precious was asked if she wanted a sandwich which she responded yes to. The
teachers waited for her to finish her food before proceeding with the assessment. The
teachers would also chat with Precious while she ate probably to put her at ease. Brent, on
the other hand, was given food by Teacher Jen and asked how he was. Then, they would
proceed right away with the assessment proper.
Differences in the childrens disposition were evident during the assessment.
Although Precious can sit for a couple of minutes to answer the questions, later on, she
would start standing up and looking around the room. The teachers would always ask her if
she wanted to pause for a while and stand. Precious would also always ask if the assessment
was over. On the other hand, Brent was more focused with the assessment. He was able to
keep on answering the questions for the whole 1-hr duration without any distractions.
The assessments of Brent and Precious ended differently. Brents assessment ended
by Teacher Jen testing his knowledge on time and order. Teacher Jen would give Brent 2
activities and ask which activity happened first or which activity happened longer. On the
other hand, Precious was given a physical activity. She was asked to stand on the other side
of the room to catch, kick, or throw the ball to the teacher or the direction the teacher
indicated.

B.Reflection
During the assessment, I think the most important question asked to the kids was
Why? Asking the kids their reasoning behind the answers they give allows us to have a
better insight into their cognitive abilities. For instance, when Precious was given the
different shapes to group, she sorted them according to size. When asked why she sorted it
that way, she answered that the small shapes stood for baby, the medium shapes stood
for mommy, and the big shapes stood for daddy. I liked how the teachers did not tell her
that her reasoning was wrong because still, her answers may imply something about her
cognitive abilities such as better memory skills, developing symbolic thought, etc.
The assessment done in CDC is also a good way for the teachers to get to know the
students strengths and weaknesses because they get to assess them individually. Also, by

assessing them individually, the teacher can already aid them in the process of getting the
correct answer so that at that moment, the child already knows where he/she went wrong
instead of the pen-and-paper tests done in traditional schools where the kid is clueless about
his/her performance until the giving out of report cards.
I think the main advantage of this type of assessment for me is that the child has
many chances to get the answer right. When Brent and Precious answer a question wrong,
the teacher does not automatically indicate that their answers are wrong, instead they ask
questions to help the kids get the answer right. For me, this can help reinforce the kid to
keep on trying when they dont get the answers correct right away, and it emphasizes that
learning is a process, not a product.