Model for the Final Class Assessment Report, written by the excellent teacher Sonia Ubeda.
IMPORTANT: Of course, the intention here is not a ready and finished model of the final evaluation report, but an indication of a possible path, among many existing ones.
Index
We have reached the end of another year. How fast it passed!
How many discoveries, novelties and, above all, how much growth we acquired.
Since the early days, our group has shown itself to be very united, we have built great emotional bonds that mark space in the group's life story. The affection, love and concern for each one are one of the main characteristics of the class.
During this year I looked for the best way to prepare, propose and carry out various activities that could attract the concentration of children, so that they could learn and develop at their own pace, all forms of body language, musical, oral and visual. The development of writing and reading was taking place respecting each person's time. At the end of the year all the children are at the alphabetic writing level, some still have difficulty in the individual production of writing because they have their own rhythms, their own specific difficulties and also different life stories and contact with the literate world, which is normal since we are unique beings and we must value and respect these specificities.
In every proposed reading and writing activity, I tried to respect the social function of these practices. This way the children could realize that everything we write will be read by someone and that, in this way, it is It is essential that we use our own language for writing, that we pay attention to the correct punctuation and spelling of the words.
Daily reading by the teacher and shared reading (two to three times a week) of texts of different genres and their different carriers was fundamental for the enrichment of the vocabulary of the students, so that they had the opportunity of contact with texts as well. written, so that they could understand the different formats and structural elements, besides, of course, providing elements so that they could elaborate their own texts in a clear, cohesive way, respecting the chronological order of the facts, providing details about scenarios, characters and events using creativity.
I paid special attention to textual production, I tried to guide them in writing different textual genres, always motivating them to break with the difficulties that were being presented. The exchange of experience took place during the development of all activities. The socialization of knowledge has always been highly encouraged and has become a constant and natural practice. Students were able to compare writing and reading with their friends and this generated many advances.
Friendship, companionship, solidarity and affection were important positive points for personal and cognitive growth. When a student noticed that the other was in difficulty, he always offered to help.
The work in pairs and groups has always occurred harmoniously and has always been an important tool for overcoming obstacles.
In the 4th bimester, the environment project was closed with the exhibition of the books made by all the 1st series and exhibited in the library. Throughout the year, we discussed about conscious consumption, rational use of natural reserves, the problem of garbage, pollution, etc. This awareness becomes increasingly important and we educators need to engage and engage our students in this fight.
The continuous recovery carried out with productive pairs and even individual help from the teacher was constant and, with this work, many students were able to progress in the level of writing. Each week, I set aside specific moments to launch challenges for a productive duo, take them to reflect on writing and reading with meaningful, challenging and pleasing activities. same. As soon as an obstacle was overcome, I moved on to a new challenge. Thus, the children had the opportunity to use what they already knew to learn what they still needed and little by little, their fears, their insecurities were overcome and they launched themselves into the new with a will and confidence.
Final Class Assessment Report Template for students who had greater difficulty, see:
Three students had more difficulties in understanding the writing process: O (Child's Name), O (Child's Name) it's the (Child's Name). I've reported problems with them in my previous records. The three are alphabetized in the word list (write probe), but still have a lot of difficulty in producing different types of texts (even in the rewriting of texts known to memory). With individual help they are able to write small texts, but they are still unsure and need a lot of encouragement and support in the development of this type of activity. Despite these reported difficulties, I can say that their progress in the last two months was great. It still doesn't read in with autonomy.
In mathematics, (Child's Name or children) are the students who have more difficulties in both the decimal numbering system. as in solving problems and/or simple addition and subtraction operations requiring further support and guidance in the execution of tasks.
The evaluation was constant, trying to detect the progress of each student, respecting their individuality and pace, analyzing the results and looking for new ways to teach, leading the student to overcome the challenges.
Individual and Class Assessment Report Template:
They were written based on the performance of 03-year-old students, however, they serve for the teacher to observe important characteristic traits that must be included in a report.
The report should not be attitudinal. Whenever he makes a negative observation, the teacher should do it looking for the best way to express himself, without labeling the student or giving it a negative title or even affirming an immutable reality, as if for that student there was no solution. Try to put the words in a way to make it evident that the student is facing difficulties, but some or several attitudes have been taken by the pedagogical team or by the teacher, in the classroom, in order to help them to overcome their difficulties.
It is important to avoid labels or using derogatory adjectives when evaluating.
In general, the gang is very intertwined. They help each other, give their opinions on each other's tasks and enjoy carrying out group activities, encountering some difficulties only with regard to the division or common use of materials and toys. Leaving an egocentric phase, they begin to form habits of sharing and internalizing rules of social interaction. The language is under development and most students still speak a lot infantilized, with the difficult articulation of some words and the occurrence of phoneme exchange, which is not encouraged. Exercises such as retelling stories or singing songs, telling aloud and dialoguing have been carried out. Very participative, everyone already performs the routine tasks, except for (Child's Name), and (Child's Name), who are still in the process of adapting to the environment, to others and getting used to following pre-established rules. Some already identify the primary colors and count up to five orally. In general, the whole group enjoys listening to and retelling stories, moving easily to imitate the characters through symbolic play. Everyone is very active and energetic, which is also typical of the age group, with the exception of Amanda, who has been encouraged to interact more with the group. Playful activities and games have been of vital importance to improve adaptation and socialization.
The moments of dramatization, singing and retelling as well, as well as the use of outdoor toys.
Source: http://simonehelendrumond.blogspot.com
Per: Simone Drummond
Semiannual and Bimonthly Report of the Kindergarten Class:
The class of the ………………th period, class ……………, shift ………………… – proved to be very willing to cognitively acquire the activities proposed in Kindergarten.
They are gentle, creative children who are developing well according to their maturation.
We started the second semester working on the various areas of knowledge with the help of multiple materials prepared by Professor Simone Helen Drummond (Planning, projects and interdisciplinary activities), but two latent themes in the context of this class. The themes were: IN BOCA SAUDAVEL DOES NOT ENTER CARIE and HYGIENE.
The children naturally presented themselves with curiosities about the new work context, they participated diligently of activities and the difference between learning through the playful context and learning was latent. linear. I emphasize that truly playful enchants, touches upon and contextualizes the knowledge of the world, making learning truly SIGNIFICANT and CONCRETE to the child's context.
Regarding oral language, students showed excellent development in diction and also had no difficulty in expressing their needs. Shyness when sharing their knowledge with colleagues and exposing themselves were latent in students ……………….., ……………….. and ………………………
Another aspect that was very relevant in the students' development was the development of graphic skills (writing, drawing and painting). Children use crayons with autonomy and creativity. And they already have a more developed fine motor coordination.
They recognize all the letters of the alphabet from A to Z, as well as numerals and geometric shapes.
School bugs always generated enthusiasm in painting, cutting and collage activities. In 60% of free drawings, this theme was a relevant factor, so we can see that scientific knowledge takes place in the foundations of Early Childhood Education.
In visual arts activities that usually take place on Fridays and it is clear that students already explore, with with a certain skill, they manipulate and use means, materials and various graphic supports such as brush, small screen and pot of ink. They create free or directed drawings and paintings. It is noticed that the student already has ordered scribbles.
They demonstrate care with materials, works and objects produced individually or in groups.
They can observe elements of the visual language: shape, color, volume and texture, however without much precision, as concepts such as soft, rough or smooth are still being constructed.
Regarding the psychomotricity that encompasses this age group, music and movement were relevant factors in the development of the students' global coordination. It is possible to notice that the students already use balance, which has been progressively expanding their dexterity. to move through space in activities that require movements such as running, jumping, crawling, dragging, rolling and etc.
Students have a normal concentration in auditory, visual and oral perception activities. They enjoy listening to stories, watching educational films, puppet theater, as well as dancing, singing and dramatizing.
These are children who socialize their tasks and make comments with their peer group.
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