Pre-k assessments

Policy Statement

All Pre-K classrooms must conduct developmental assessments three times per year using the center’s approved ready-made assessment tools. These checkpoints guide instruction, inform family communication, and ensure school readiness standards are being met.

---

 

Assessment Schedule

---

 

Assessment Tools

Use the center’s approved ready-made assessments, which may include:

• GOLD® by Teaching Strategies

• ASQ-3 (Ages and Stages Questionnaire)

• In-house performance-based rubrics (if applicable)

• Observational checklists aligned to state early learning standards

---

 

What to Assess

Each checkpoint must assess the following developmental domains:

1. Cognitive Development – problem-solving, memory, basic concepts

2. Language & Literacy – vocabulary, storytelling, letter recognition

3. Mathematical Thinking – counting, patterns, shapes, number recognition

4. Social-Emotional Skills – cooperation, self-regulation, empathy

5. Physical Development – fine and gross motor skills

6. Approaches to Learning – curiosity, persistence, engagement

---

 

How to Administer Assessments

1. Observation & Documentation

• Use authentic observation during daily routines and learning centers

• Record evidence using digital platforms (e.g., GOLD) or paper checklists

• Collect work samples, photos, or anecdotal notes when appropriate

2. Direct Assessment

• Use one-on-one structured tools or guided tasks for skills like letter recognition, counting, and name writing

• Ensure assessments are developmentally appropriate, low-pressure, and play-based

3. Family Input (Optional but Recommended)

• Distribute developmental questionnaires or progress checklists

• Engage families during conferences to discuss their child’s strengths and needs

---

 

Documentation & Submission

• Enter data into the designated assessment platform by the end of each assessment window

• Maintain an updated portfolio or digital record of each child’s progress

• Summarize findings in preparation for parent-teacher conferences

---

 

Use of Data

• Use assessment results to:

  • Differentiate small group instruction

  • Identify children needing additional support or enrichment

  • Adjust lesson plans based on group trends

  • Communicate progress to families

---

 

Compliance

• Failure to complete assessments by the required deadlines may result in formal coaching or a performance improvement plan

• Directors will conduct random audits of assessment records and portfolios

---

 

Responsibilities