As a preschool teacher I have written many progress reports based on children’s abilities and development. In the past, my comments have reflected a one time only evaluation, have been very subjective, and have often resulted in parents differing with my findings. I needed a more detailed way to present student performance. It is from this need that I changed my approach to gathering information about children. Now I am certain that assessment is the best way to do this.

The idea of assessment is not new. Over ten years ago, NAEYC published a position statement offering guidelines for appropriate assessment. As an older teacher I was reluctant to follow these ideas. Fortunately, I took another look and this has made a big difference. The term, assessment, means “the process of observing, recording, and otherwise documenting work that children do and how they do it” (NAEYC, 1990). Assessments include a number of examples of a child’s work collected over time. The rationale for using this method is that if we know as much as possible about each child, then we as teachers can provide for the needs of everyone and make informed decisions about instruction.

Directors depend on teachers to collect accurate information about students for reporting purposes and conferences. The numerous public and private schools children attend all have their own criteria and expectations for student knowledge and performance. Having teachers who can provide detailed information is essential to meet the increasing demands for accountability that are being made on preschool and all teachers.

In order to attempt assessment, I had to consider three things: 1) what do I expect developmentally (what I know), 2) what do I want children to learn or know, and 3) what will I learn from the process. Then I could begin collecting information. There is no one way to do this. In fact, a variety of methods can be used including parent questionnaires, skills checklists, notes, anecdotal records, video and audio tapes, photos, and child made products--art work, writing, dictation, 3-D construction. Most important of all, I had to learn how to observe children and then practice gathering and recording information objectively.

Making assessments of young children, however, is difficult. I had problems finding the time to actually sit down to observe and record information. Children have short attention spans, are easily distracted, are not consistent in their performance, come from different cultures, or do not speak English. I was limited by not enough time, too many demands, and the impossibility of watching each child every day. As a result, I became overwhelmed by trying to do too much.

So I decided to develop a simple way of gathering information. My fellow teachers and I created a portfolio plan to be used with just our school’s Pre-K classes. The portfolio includes a page for each month during the school year, several skills activities, and examples of other work--dictated stories, pictures, and photographs. These are kept in chronological order.

The portfolio begins in September. Teachers meet to decide the subjects that will be covered based on our preschool’s theme-based curriculum. Folders with pockets are purchased. During the first or second week of school, each child is asked to draw a picture of himself and write his name. The self portrait is attached to the front of the folder. A piece of artwork and a cutting/pasting activity sheet are included. Then each month (September through May/June) the children complete a portfolio page. Each includes the child’s statement dictated to the teacher (i.e. If I could be anything in the world, I would be .....because....), a drawing, and the child’s signature . The teacher works individually with each child recording information and observing the creative process and motor skills. Any special needs such as speech delays, problems using materials, or thoughts and feelings can be noted and addressed.

During the last month of school, another self portrait, a watercolor painting, cutting, and pasting activity are completed. The final self portrait is attached to the back cover of the folder, signed, and dated. The completed portfolio is then reviewed and sent home as a record of the child’s Pre-K year.

Our portfolio is very basic but is valuable to us. When the folder is opened, the two self portraits show immediate differences in a child’s work from the beginning to the end of the Pre-K year. The contents also show changes and give teachers and parents a visual idea of how the child has progressed. The portfolio is concrete evidence of a child’s growth regardless of how he compares with others.

Assessments are beneficial because they create a picture of each child. With examples of “real” work, I have proof of what a child can do. Documented by information I observe and record, I can share results with parents, noting progress. The portfolio and the preschool’s written evaluation combined give a more complete view of the “whole child” . I can then make decisions regarding instruction, materials, and future goals.

Children also benefit. They gain a better sense of self by seeing what they can do, become more conscious learners through consistency, gain pride in doing work that is valued, and realize that they have grown by seeing the results of their work.

Portfolio assessment leads to improved instruction. Children achieve more because they see positive changes in their work. Teachers and students feel successful about the process. Parents take pride in their child’s achievements.

Responses to portfolios at our preschool have been favorable. In a time of increased demand for accountability, assessment would be of great value to other teachers and directors as well. This easy to use, fairly reliable, and informative method contributes to improved programs and greater staff involvement. It changes the way we look at children in the classroom and in our schools and empowers us to become better informed educators.

Bonnie serves as a teacher at Trinity Lutheran in Lynnwood, WA, and may be reached by email at OCTMA@aol.com.

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