1. Y O U N G
W O M E N ’ S
C H R I S T I A N
A S S O C I AT I O N
CHILD DEVELOPMENT CENTRE

2. The Portfolio and Its Use:
Developmentally Appropriate
Assessment of Young Children
Authentic assessments are performance-based, realistic, and
instructionally appropriate (Pett, 1990). One method of authentic
assessment is to assemble and review a portfolio of the child's work.

3. The Portfolio is a record of a CHILD'S
PROCESS OF LEARNING:
WHAT the child has learned and HOW he/she has gone about learning; how
he/she thinks, questions, analyzes, synthesizes, produces, creates; and how he/she
interacts intellectually, emotionally and socially.
Arter and Spandel (1991) define the portfolio as a
PURPOSEFUL COLLECTION OF A CHILD’S WORK that
exhibits HIS/HER EFFORTS OR ACHIEVEMENT. ….
The Portfolio can include WORK
SAMPLES, records of various forms of
SYSTEMATIC OBSERVATION, and screening tests. Engel (1990)
emphasizes that "work samples meet the need for accountability while recognizing
and supporting individual progress." They keep track of a child's progress, i.e. they
FOLLOW CHILD'S SUCCESS RATHER THAN FAILURE.

4. ANECDOTAL RECORDS:
Anecdotal records are FACTUAL, NON-JUDGMENTAL notes of
children's activity.
CHECKLIST:
A checklist is based on INSTRUCTIONAL
OBJECTIVES and the
development associated with the ACQUISITION OF THE SKILLS.
Observations should be based on regular activities, not on specially designed or
contrived activities.
QUESTIONS AND REQUESTS:
Ask DIRECT, OPEN-ENDED questions of individual children such as, "I
like you to tell me about this“. This elicit samples of the child's expressive language
ability.

5. Use the descriptors on the revised Developmental Checklist
to help explain the child’s behaviour.
Refer to the NEL curriculum framework to determine if the
child has acquired the key knowledge, skills and
dispositions that are linked to his behaviour.
Ready?
Let’s start…..

6. Observation:
Isabelle constantly showed interest in working
and manipulating with a range of materials
provided. In this activity, Isabelle spoke and acted
politely when her friend handed her a piece of
his play-dough. She used words like “please” and
“thank you”. As she tried to smell the playdough, she also manipulated it by
squeezing, rolling and kneading into ball-like
shapes. She even attempted to lick one of her
fingers after she realized it had some pieces of
dough on it!
Name of Child: Isabelle
Class: Nursery 2
Key Knowledge/Skills/Dispositions:
Isabelle is beginning to use more of her senses to explore her world (DW).
She demonstrates ability to show respect to the people that she interacts
with (SED). Her skillful use of her hands and fingers indicates that she
manipulates objects with dexterity. She also displays adequate eye-hand
coordination to perform fine motor tasks (MSD).

7. Observation:
Using the appropriate tone and volume, Joyce
said to her teddy “Hello, this is Dr Nina. You
are sick. Come, let me check your heartbeat”.
She started giving instructions to teddy on
how to get well, e.g. take medicine, drink lots
of water, etc. Joyce placed the stethoscope
gently but firmly on teddy’s chest.
Name of Child: Joyce
Class: Kindergarten 2
Key Knowledge/Skills/Dispositions:
Joyce speaks competently to convey meaning and communicate with
others (L&L). Her “conversation” with teddy indicates her knowledge of
the role of a doctor and an understanding of the importance of staying
healthy. She also demonstrates ability to show
concern, communicate, interact and build relationship with others (SED).