Teacher Resources

Assessment

The Office of Early Childhood Education understands that the classroom team is developing the whole child and that conceptual overlaps exist between learning domains. Benchmarks in the Child Assessment Profile have been organized by learning areas to facilitate the recording of observations. Benchmark indicators are identified as beginning to be developed, partially developed or well developed. A scope and sequence chart for each of the learning areas is located in the Appendix of this handbook in the areas of language and literacy development, mathematics, science, creative arts, social and emotional development, social science, physical development and health.

Section One contains the Illinois Early Learning Standards and benchmarks in the areas of language and literacy development, mathematics, science, creative arts, social and emotional development, social science, physical development and health.

Section Two contains the seven learning areas. Each benchmark/benchmark indicator in the learning areas relates to an Illinois State Goal for Learning and Early Learning Standard. The benchmarks are also correlated with Head Start Outcomes Framework and the Chicago Reading Initiative: Reading Instruction Framework . Presented with each benchmark indicator are the following:

  • A behavioral objective
  • Opportunities for observation
  • At least one suggested activity. (Competent and creative teachers will invent many more avenues of investigation to nurture the development of each benchmark.)

Observations of children’s growth should be made while the children are participating in the daily activities that occur in a developmentally appropriate preschool classroom. It should be noted that the development of benchmarks and expectations for children who speak a language other than English are the same as those for all children in early childhood programs. It is the responsibility of the classroom team to respect the language and culture each child brings to the classroom and provide appropriate support to enhance his/her development.

Assessment of the progress of the young child through staff observations will be used throughout the year to determine the child’s mastery of benchmarks outlined in this handbook. Observation is a part of the child-teacher interaction in a normal preschool day. As adults facilitate learning, they note the child’s progress. Observations may be done one-on-one, during group or independent activities, during small group skill development game activities or during outdoor activities.