It bothers me because the assessments are the only time the kids get one-on-one with the teacher. If she is not assessing them herself, does she really have a clear idea of where they are?
The counting assessment was carried out in an odd way. Here is what I was told to do:
1. Pull a kid out of the group activity (storytime)
2. Ask them to "show me how high" they can count
3. Record the last correct number.
Problems:
If a kid counts to 100 but skips 23 he gets the same score as a kid who counts to 23 and has no idea what's next.
Kids want to get back to the story and just say "I don't know" so they can stop counting.
Kids who can count indefinitely are not sure what to say or where to stop.
Cathy
