Assessments are used to find out the kindergartens’ pupil’s aged 6-8 strength
Assessments are used to find out the kindergartens’ pupil’s aged 6-8 strength—this helps for evaluation to figure out which area is to be targeted for early intervention and involvement. The different methods of observation and assessment are used to help find out what the pupils can do and help them advance Petre (2014). The strategies are essential for young children with age ranging from 6-8 and, more specifically, for dual language learners.
Four different assessments could be used for kindergarten children aged 6-8. These assessments include informal and formal, formative, summative. The formal evaluation is data-based and systematic; they measure how well the children have learned Matafwali and Serpell (2014). On the other hand, the informal assessment is the unplanned forms of assessments that can easily be incorporated during the class activities to help measure the pupils’ performance—the assessment in production and content-driven. Formative assessment is a critical inclusive assessment that includes a diagnostic screening test Petre (, 2014). The summative skills are used to evaluate the pupils learning academic achievement, acquisition skills, and learning, and then a conclusion is drawn.
The use of assessment as the instruments in education policy is growing. The basements are used to make decisions about tracking, graduation, placement, and retention Petre (, 2014). The summative skills help teachers use tests to recognize learning differences among the pupils; therefore, inform the instructional planning Ntuli, Nyarambi, and Traore (2014). The primary reason for formative assessment includes assessment for school accountability, program evaluation, and trends evaluation, identification of special needs, and supporting learning. These purposes offer the chance for the assessment data to inform judgment when well conducted.
Guss et al. (2013) defined Validity as the connection between the purposes of the researcher chooses to quantify. On the other hand, reliability is concerned with asking whether the assessment used to collect information produced the accurate results instead of the intent Matafwali and Serpell (2014). The strength of the formative and summative assessments is that they are commonly used with the cognitive goals; the comparison of the pupils’ learnings is possible and. Very little professional time is needed. The weakness includes, the tests may be expensive, and sometimes the student will not take the assessment seriously.