Bright Sparks 2.0 Assessment: Ages 3-6

Introduction

• The Bright Sparks 2.0 Assessment is an enrichment course component for 3 to 6 year olds, focused on developmental English skill milestones
• The assessment differs from traditional courses by prioritizing progress through child development milestones, not just language proficiency
• Assessments are conducted on lesson 4 of every 4 units (units 4, 8, 12, 16) and evaluate students' milestone advancement using language
• Assessments provide valuable insights for Teachers and Progress Advisors to discuss with Parents, addressing learning needs
• Detailed assessments enhance parental communication & understanding of a child's growth within the Bright Sparks 2.0 framework
• It is important to differentiate Assessments from the Developmental Check-ins at each unit's end which act as formative recording system providing snapshots of student performance and personalized support
• This guide explains the purpose (why), process (how), and significance (what) of Bright Sparks 2.0 Assessment highlighting holistic development in the educational environment

Unit Structure of Assessment

• Assessments occur in lesson 4 of every 4 units (units 4, 8, 12, 16) as checkpoints for student progress
• Assessments are distinctly different from Developmental Check-ins at each unit's end, which provide formative recording
• In assessment units each lesson mirrors regular unit formats but focuses on drawing elements from previous units
• Lessons 1, 2, and 3 use content from the prior 3 units to consolidate learning preparing students for assessment tasks in lesson 4
• Lesson 4 serves as the Assessment Lesson, consolidating learning and recording student progress via verbal/non-verbal responses

Lesson Structure of Assessment

• The assessment lesson follows a well-defined flow, beginning with a warm welcome
• The lesson focuses on executing the assessment and the project component, integrated into the plan.
• Teacher Notes provided for each assessment lesson offer detailed steps for both phases, offering clarity and consistency

The Assessment Components

• The Bright Sparks 2.0 assessment comprises two components: Prompting Material and Recording Tool
• Prompting Material is the primary resource, guiding teachers with visuals, prompts, and activities for standardized evaluation
• The Recording Tool documents student performance for analysis and integration into Omni
• Secondary elements include Teacher Notes on Athena (comprehensive assessment and project steps) and Project Handouts (student use for focus and autonomy)

The Assessment Process

• Set up a designated assessment corner with two chairs in a comfortable environment
• Begin with a welcoming atmosphere to engage students and set a positive tone, fostering collaboration
• Guide students to start projects after the welcome using detailed instructions in Teacher Notes
• As students work on projects, initiate individualized assessments by calling each student
• Use prompts for standardized assessments and record responses in the designated Recording Tool
• After assessment, encourage students back to their projects and welcome another student to keep continuous flow
• Adhering to these steps ensures an easy Bright Sparks 2.0 assessment, an environment that encourages learning and individualized progress tracking

The Assessment Project

• Projects enhance learning by giving students creative expression, choices, achievement presentations (via video)
• Classroom dynamics ensure a smooth flow between assessments and projects
• Students engage in creative expression alongside assessment lessons, showcasing unique creations
• Project Overview includes hands-on projects for meaningful creation and problem-solving
• Projects culminate in short video presentations for parents
• Projects empower students to choose aligned course topics which can involve activities like dressing up a paper doll to foster decision-making skills
• Short video presentations use a simple script to showcase creations at level 1 unit 4 can involve presenting puzzle- assembled toys, demonstrating articulation
• Teacher assistance with individual assessments while the teacher-assistant supervises/supports projects

Assessment Project Videos

• Presentations are key to learning, they add a personal touch as students express themselves and show achievements
• Projects conclude with a presentation allowing students to show off their creations.
• Videos are simple capturing the essence of what students built
• For example, Level 1 Unit 4 requires students to present toys assembled in a puzzle
• The presentation format, uses the phrase "My name is... I have a (toy)", is intentionally repetitive, building off existing familiarity
• Acknowledge and prepare for nervousness during recording
• Teachers can prompt the students by asking them for their name or what they have
• Teacher assistants ease students into the presentation format by asking questions during project stages to gradually build familiarity and confidence

Assessment on Omni

• Input results into Omni for record-keeping after finalizing all individual assessments and project videos
• Navigate to the attendance page within the assessment tab, use the recording tool to guarantee details are stored for reference
• Two buttons are available - the Save button preserves entered information for later modifications but the Submit button makes the results permanent

Follow-up Actions for Teachers

• Gather project videos after assessments to showcase students’ abilities
• Add comments to independent work and improving skills
• Share project videos with parents to give insight into their children’s creative efforts
• Emphasize the choices made by children, and include comments as needed
• Promptly put assessment scores into Omni
• Ensures teachers and parents get a summary of the student’s progress

Follow-up Actions for Progress Advisors

• The Assessment provides insights into students’ responses, related to milestones
• Recognize an opportunity to get a better understanding that goes beyond routine observations
• Project videos can supplement the assessment and add to your understanding of students’ abilities
• Following the assessment lesson, discuss the observations with the teacher
• Emphasize the importance of confidence, hesitation, and attitude when understanding the learning and development process
• Track your observations for potential use in further references or development check-ins

Communicating Learning Results

• Parent communication is key and empowers parents to partake in the learning journey
• Open communication that entails providing knowledge on navigation skills
• Discussing the child's performance with goals for the assignment
• Explaining skills in collaboration of teachers and parents
• Sharing highlights or insights

FAQ For the Assessment

• An adaptive scorecard will be used to properly determine the child level.
• Use a scale from one to three.
• If a child is not responsive to the task, you should give them a one.
• You should give the child a two if they can barely answer the questions using one-word sentences
• If a child responds appropriately with little or no mistakes you should give them a three.
• Remember assess how the child can respond to any question.
• You can start by asking questions that are simpler and easier for the child to recognize.
• Then keep moving in the test after they respond.
• If time restraints are met then you should not rush the child.
• During the test to receive any of the child's insight or performance, do not help or give the child the answers yourself. If the child is having trouble, rephrase the question. Make sure to record the legitimate test result
• The proper handouts materials crafting and the teacher's notes for essential details should be with you during the test to allow you to clarify projects and lesson details