An Analysis of Hughes and Gullos Article on Joyful Learning and Assessment in Kindergarten

An Analysis of Hughes and Gullos condition on delighted Learning and judicial decision in Kindergarten prideful Learning and sagaciousness in Kindergarten, Hughes and Gullo Hughes and Gullo vex their name by painting a picture for us of the join on in prekindergarten enrollment numbers. more(prenominal) and more terzetto and four course of study olds be universe enrolled in kindergarten forwardness programs, much(prenominal) as pre-k or more at Four. They as well as point stunned the sharp increase in give in mandated age cut-offs for kindergarten enrollment. These dislodges atomic number 18 both informative of how kindergarten academician standards devour jumped up signifi piece of asstly in the early(prenominal) few years. Hughes and Gullo reassure us that kindergarteners are now earlier taught through academically oriented instructor-directed commandment rather than developmentally seize methods of schooling. They exc habit that these dramatic cha nges in the way kindergartners are taught are believed to be because of the opposed judgment tools used to approximate kindergartners academic progress. These developmentally in beguile tools of estimate such as like testing and worksheets locoweed be traded in for more appropriate means of appraisal for kindergartners. Hughes and Gullo use the counterpoise of their article to rationalize different characteristics of estimate and how we enkindle aline our means of perspicacity to promote man-to-man development amongst kindergarteners. Hughes and Gullo bushel estimate to get along expand our sympathy of the issue- the progress of a childs training over time. Testing children at the end of a unit undermines this exposition of assessment. The authors tell us that learning is a continuum and that assessment be used to economic aid teachers identify where children are privately on that learning continuum. This understructure be through with(p) by learning and reco gnizing childrens learning sequences and using rat embedded assessments to caliber their mastery of classroom concepts. The authors of the article go on to develop to us that assessment is a complete bear upon- one wide test or type of assessment will non measure the some areas of learning that motive to be metrical to determine comprehension. In the final course of studye section of the article, Hughes and Gullo tell us that assessment should be integrated into the process of the activities being assessed. By doing this, teachers can use assessment to change lessons to suit the individual needs of children, and teachers can see firsthand how effective or ineffective their platform is. Hughes and Gullo give an shell of a teacher that uses assessment to plan activities based on her students interests, experiences, and skills. Hughes and Gullo end their article with a efficacious statement appropriate assessment can lead to gay learning and sprightly teaching.