School is about to start! How do you know where a student is starting from academically? Whether it’s your own child or a classroom of young children, you need to figure out a baseline to begin planning your lessons.
Over my many years of teaching both preschool and kindergarten, I tried quite a few different ways of assessing students and keeping track of their progress. Finally, I decided to make my own. This way, I could have everything in one place. Because I used all of my own supplies and manipulatives, I didn’t have to buy one of those expensive trademarked kits. Below, I will describe each assessment I administered and how I did so. I hope that you find it as useful as I did. If you are interested in purchasing the data sheets, simply click on the picture to the left.
The first two assessments on the data collection form are colors and shapes. For those, I typically used common flash cards that I put on metal binder rings. Another option would be to use Montessori color tablets and geometric cabinet materials, if they are available to you. There are separate columns for documenting matching, identifying, and naming. This way, you are able to assess students at whatever level they are at currently. For example, you might assess a three-year-old for matching colors and a five-year-old on naming colors. There are also multiple columns to allow for assessing regularly.
The next section is for assessing a child’s knowledge of the concept of positional words. Again, I used objects that were already in my classroom, such as blocks, baskets, cars, and miniatures from various activities on my shelves. Simply put, you will ask the child to “Put the ball in the basket” or “Put the dog between the block and the car.” When the child has a solid understanding of the positional word you are assessing, write the date on the line beside the word.
To assess story retell, an important aspect of comprehension, I created a rubric to put them at somewhat of a level. This way, I could explain to parents where they are and what I would expect in terms of progress. Again, we do not expect the same level of detail from all children. If the child is able to give two details from the story, this would be a level 1. If three details are given, but they are not necessarily given in order, then it is a level 2. To achieve level 3, three details would be given in the same order as they occurred in the story, and the child also mentions characters from the story. When the child is able to relay four or more events in the same order as they occurred in the story and include characters from the story, this is level 4. When choosing a story for this assessment, you will need to use a short story that has a clear beginning and ending, as well as only a few clear details that are easily remembered.
The math section is simple and starts with rote counting. Have the child count out loud and write down the date and the highest number stated. When assessing one-to-one correspondence, lay out twenty objects and ask the child to point to or touch each one as he counts. If you find that the child begins skipping numbers or the finger starts going faster than the counting, you may try telling him to slow down and start over. Sometimes this helps. This time, you will write that last number at which the child stated the correct number and his finger pointed to the correct item. When your child is able to identify a few numbers, you will want to see if he can create sets for those numbers. Show the child a number, along with several identical manipulatives. They should say the number out loud, and then count out that amount of manipulatives. For this one, I like to use a theme, such as jingle bells, eggs, or pumpkins. Another option is to use a snack such as goldfish crackers, and then let the child eat them when they are done. Snack time can be great for assessing! You might also choose to use those same snacks to assess comparing sets. Give your child a few goldfish and put a different amount in front of you. Say, “Who has more?” or “Who has less?” You will want to ask both questions several times with varying amounts of items to ensure that the child truly grasps the concept. I like to use amounts that show a pretty drastic visual difference because at this point, I do not require the child to actually count the items. Sorting is a fun one that can also be done at snack time. I have used colored goldfish crackers, M&Ms (which have different colors for holidays), Chex Mix, and fruit snacks just to name a few. Otherwise, I use objects from my collection of manipulatives like miniature pumpkins of various sizes, colored glass marbles/beads, shaped erasers, or miniature acrylic leaves. You use these same items to assess patterning. I usually only assess AB, AABB, and ABC patterning. The last math assessment on the data collection form is subitizing. For this, you can roll a dice or show cards with similar dots and ask the child how many dots there are. Do NOT let the child count the dots, as subitizing means that identifying a quantity by sight.
At the bottom of the data collection sheet is an area for assessing personal information, such as name, age, phone number, sex, and birthday. Pretty self-explanatory….
Also included in the packet that I designed are separate sheets for assessing number identification, letter identification (both upper and lowercase), and letter sound identification. Point to each number or letter and ask the child to name it. If correct, circle it. I like to use a different color pen each time so that I can visually see the progress. You can also have the child color in the number of correct answers in the column on the left side of the page. Write the date at the top in that same color. I sometimes cover up most of the page if the child is overwhelmed by the amount of information on the page.
The last three pages included are for assessing cutting and copying skills. For younger children, assess cutting on a line. Four and five-year-olds should be working on cutting simple shapes. Many times, I cut the page into three separate pieces just to make it slightly easier for the child to turn the shape as they cut. You will also make not of which hand was used to cut or if they switched hands, as well as if they held the scissors correctly. Copying is assessed for multiple reasons. First, just as you did with cutting, note which hand was used and how the child holds the writing utensil. Then, point to each shape and ask the child to make one that looks the same. If necessary, do a small one yourself to demonstrate what you want them to do, but be sure to make note that they needed a model.
Well, I hope this was helpful to you! Feel free to adapt as needed. Remember, what works with one child does not always work with another. Visit my Teachers Pay Teachers (TPT) listing if you are interested in purchasing the packet. To make it affordable, I only charge $3.00. It’s nothing fancy, but it works!