CHCECE023 - Meaning Of Steps In The Evaluation Process

[NANDU]

Dear All!
I am struck in this question as I do not have a text book. Could anybody provide answer to this question.
According to Arthur, Beecher, Death, Dockett and Farmer (cited in your text) explain the meaning of the steps in the evaluation process?
a. Purpose:
b. Focus:
c. Implementation:
d. Analysis:
e. Action:

Can anybody please tell me if my answer for the following questions right?
1. With reference to Element 1.1.2 who can educators use to gain knowledge about individual children’s strengths, abilities and interests?
Answer : Knowledge of individual children’s strengths and capabilities guides educators’ and coordinators’ professional judgment in engaging children in a range of experiences across learning outcomes and in ways that optimise their learning.
Viewing children as active participants and decision makers opens up possibilities for educators to move beyond preconceived expectations about what children can do and learn. This requires educators to respect and work with each child's unique qualities and abilities.
The diversity in family life means that children experience ‘belonging, being and becoming’ in many different ways. They bring their diverse experiences, perspectives, expectations, knowledge and skills to their learning.
When school age care educators respect the diversity of families and communities, and the focus on the aspirations they hold for children, they are able to nurture children’s wellbeing and foster children’s development. They make program decisions that uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued, and respond to the complexity of children’s and families’ lives.

2. With reference to Element 1.1.2 what sources of documentation can educators use to gain knowledge about individual children’s strengths, abilities and interests?
Answer : - Educators can observe, listen and talk to children for sustained periods of time and paying close attention to what they are saying thinking and doing.
- Demonstrate flexibility in program delivery to incorporate children's ideas, cultures and interests to ensure that experiences are relevant and engaging.
- Observe children initiating and contributing to play experiences that emerge from their own ideas and interests to their satisfaction.
- Observe children developing strong foundations in the culture and language of their family and in that of the broader community, without compromising their cultural identities.
- Educators can also collect information about the children's family, culture and community and use it inform the program.

Thank you very much.

[Lorina]

For your first question:

Six Steps In The Evaluation Process

For your second and third responses , I think you're on the right track!

,
Lorina

[aseesa]

HI,
Regarding the 6 evaluation steps of Arther, Beech, Death, Farmer, I have managed to compile the following. Are they good enough for discription?

Purpose:
Examine the reasons behind –
Why are we doing the evaluation?. What outcome are we expecting? Are we looking for improvement or for referencing? Who are we preparing for and going to tell?
Focus:
What is being evaluated? Is if the child’s engagement in an exprience, use of physical facilities, pedagogical practices or child’s interactions?
Implementation:
Look step by step at the process – beginning to the end and what documentation will be used?
Analysis:
Examines things like - What will we do with the information collected? How can we make sense of the feedback? What can we conclude about the program based on the evidences? How do we translate this to future goals?
Action:
Looks at where to go from here? What do we do with the information? How can we incorporate the outcomes into future directions?

[NANDU]

Hi aseesa
I submitted the module but have got it back for resubmission because of this question. Did you find this in some text book?
My assessor says it has to be like a definition that's cited in the text book.

[aseesa]

HI Nandu,

I should have stated the source but then I am one of those who are not systematic with details.
I had them from thier book http://aussiechildcarenetwork.com.au/fo ... ation-6074

Now I don't know which page I got it from. So sorry. Have a read in this. Look at google books. I dont know how to attach a PDF if you knwo tell me please and I will attach the PDF.

[pola]

Additional to directly observing the child, information can be sourced from the child’s Family; other Educators; Support specialists and professionals involved with child e.g. speech pathologist and education support services.

Information about the family, their goals, individual children’s strengths, abilities and interests can be gathered from enrolment forms; surveys; various types of child observations; work samples; developmental reports from specialists e.g. speech pathologist.

It is the Educators role to collect and assess as much information about the child as possible. This information is collated into a portfolio for the individual child. The purpose of a portfolio is to gather information as assessment for learning. That is, the evidence demonstrates what the child can do, how the child applies knowledge, insight into the child’s learning style, interests and preferences. It can also demonstrate the ways in which the child interacts with peers and adults, how the child builds and sustains relations and how the child sees herself.