 Dear students, today we are going to start a new topic about early childhood and that is assessment and evaluation. So understanding assessment and evaluation in early childhood education is today is the topic of our discussion. Assessment is an ongoing process of observing and documenting a child's development, whereas evaluation refers to the process of analyzing and interpreting the collective data to determine the child's progress. See, assessment is an ongoing process. It means that when you start teaching the child for the first day, the activities that he is doing, you are constantly observing them. Being a teacher, you see how much progress the child is making along with the time. So, assessment is an ongoing process, which we call formative assessment. Here, you remove the mistakes of the children, but you cannot judge them. You cannot judge them. You cannot mark them that way. You cannot judge them in a certain way. You cannot judge them. You cannot judge them. You cannot judge them. You cannot judge them in a certain way. We will show you now whether the child is fit to and whether is not fit. The first thing is that early childhood education does not allow students to beoto older in their childhood education, because the child right now is updating rapidly and right now is a part of the learning system. So, these are the social developments. And because the situation is growing in a matter of course it is a process So, since the processes are not complete, then our judgment is also not complete. We have to see how progress is going on. If it needs more feedback, input, then we have to give it. So, the ongoing process, we will call it formative assessment. Now, evaluation, which we sometimes call summative assessment, evaluation is qualitative. The first thing is that all kinds of aspects, such as the children's, moral aspects, social aspects, cognitive aspects, all these aspects will be included. But this will be a summative assessment at the end of a stage, which you can call a little judgment. There are many countries in the world where children are not passed through fail until the age of 8. We can only see how they are progressing. For example, in Japan, they are taught only mannerism. And in the Philippines, children are not involved in the test at the beginning of their life so that there is no anxiety, no competition. That is what children like to learn. If we have to judge them, then when the whole activity is over, or the whole session is over, then we can only see how much progress the children have made. And now we have to take them to another stage. So, assessment, evaluation, help educators identify child's strengths and weaknesses. So, the real purpose is to judge the child. The purpose is to see what are the qualities of our children, what are their weaknesses, and how can the qualities of the children go further. And how can the successes be removed from them. So, informal assessments such as observation, documentation and checklist are more commonly used. Okay, when we try to see the progress of the children, as I said, there is one way to do it is to keep the teachers watching them. How much work has been done? Where do you need help? What has been done? What has not been done? The way the children work in the classroom every day. We will call it observation. Now, since we know every day how much work the children have done, we need to document it. Today, the children have learned words, letters, functions, so that we can find out the progress or record of the children. And they keep writing. And secondly, if we have a checklist, like there are first and foremost indicators, that we want the children to reach this level, then we will see if they have completed the first indicator, whether they have reached the writing or digit, whether they have reached the digit numbers, what functions can be done, whether there is subtraction or multiplication or addition. What are the things that can be done? When we think about the studies, we can understand the maps. So, what will we do? We will watch all the things together and in a checklist, we will go beyond the levels of what level they have reached and to what level further we have to take them. So, family involvement is critical in the assessment and evaluation process. As I said, one-time evaluation is not right for small children. Absolutely not. Meaning, if you have a child at school and you have taken his test, and you have said that these are the numbers, and I have seen a lot of studies that they are using such words for small children that they don't like it at all, they don't know anything about it. Maybe they are not able to take any good treatment in the world. Such things are not said to small children. Yes, it should be obvious that their family should be involved in it. They should also be told how children learn at home, what they learn at school and how they can help their children together. Where are the weaknesses or weaknesses that we can get rid of or if they have any strengths like a good vocal, parents need to give them small speeches, speeches and talks. So, in this way, we want a collective, or a cumulative effort on the part of all stakeholders of the child. So, assessment and evaluation are used to inform teaching practices not to label or limit a child's potential. As I said, to give judgment on the child or to claim his potential, there should be no assessment to be done. Rather, it is just to know what is going on, where he needs to go further, for what things he needs to do. Then, assessment and evaluation are ongoing and conducted in various settings. So, there should be no judgment in every stage, in reading, in writing, in moral behaviours, in social behaviours. Similarly, in all types of cognitive development, we need to watch the child. Educators should use multiple sources of information including observations, work samples, and conversations with families. So, they will try to assess the child in various ways. Just to see which aspects of his potential are still lacking, which we need to get rid of. So, assessment and evaluation is appropriate and aligned with early learning standards. We do not need to assess for very large standards. Rather, we need to see the level at which he is in and the level at which he is at and how many things he needs to know or how he can attain such behaviours. We need to try to do that.