Early Years Evaluation - Teacher Assessment (EYE-TA)

If teachers are to teach children to read early and well, they must determine their competency levels across multiple domains of early learning. Research suggests that classroom-based assessment positively affects student outcomes when it is frequent, formative, and instructionally relevant.

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EYE-TA Summary:

Administration: Administration: The EYE-TA provides a systematic framework that kindergarten or grade one teachers can use during the first few months of school to structure their frequent observations and informal assessments. EYE-TA administration typically takes about 20 minutes per child based on classroom structure and teacher preferences.

Scoring: The EYE-TA is designed in such a way that scores can be entered during administration or upon completion.  Student performance is rated on a 4-point scale ranging from a low of 1 to a high of 4. EYE-TA results are depicted using three colour codes: green, denoting appropriate development; yellow, experiencing some difficulty; and red, experiencing significant difficulty. Once results are entered into our online data entry site, results at the student and class level are immediately available for teachers. District and provincial educators have access to results at the school and district levels as well.

Ages/Grades: The EYE-TA is intended for children ages 4 to 6 years in kindergarten or grade 1.

 

EYE-TA Benefits:

  • The EYE-TA provides a systematic framework teachers can use to structure their frequent observations and informal assessments.
  • The skills assessed by the EYE-TA are instructionally relevant.
  • The EYE-TA assesses five domains of early learning closely associated with children's readiness to learn at school: Awareness of Self and Environment; Social Skills and Approaches to Learning; Cognitive Skills; Language and Communication; and Physical Development.
  • Immediate, multi-level reporting.
  • Available in English, French and Spanish.

The primary role of the EYE-TA is to help inform educational practice

Information from the EYE-TA is often used to identify children who are experiencing difficulty and who may be in need of close monitoring or further assessment. Furthermore, many teachers report that EYE-TA results provide a starting point for contact and discussions with a multi-disciplinary team (i.e., classroom teacher, administration, and specialists such as educational psychologists or speech and language therapists).  Teachers also say that in addition to identifying students who need extra help, EYE-TA results help them discern the type and amount of support required in a ‘response-to-intervention’ (RTI) program. Teachers who have used the EYE-TA find the information valuable for planning programs and communicating with parents.

The EYE-TA assesses the following five aspects of early child development that are closely related to school preparedness and emergent literacy skills:

  • Awareness of Self and Environment - a child's understanding of the world and his or her ability to make connections with home and community experiences.
  • Social Skills and Approaches to Learning - a child’s attentiveness during classroom activities and his or her ability to interact with peers while respecting the classroom rules.
  • Cognitive Skills - a child's basic math and pre-reading skills and his or her ability to solve problems.
  • Language and Communication - a child's understanding of spoken language and his or her ability to express thoughts and feelings.
  • Physical Development - ­
    Fine motor: a child's ability to perform small movements that require hand-eye coordination.
    Gross motor: a child's ability to perform large movements that involve arms, legs, and body.

EYE-TA materials and training can be found online

Teachers have access to checklists, administration guides, assessment plates, and other supporting documents. Training can be completed individually online; however, training materials are provided to districts preferring to offer in-person training and professional development.

Immediate, multi-level reporting with one administration

We recognize the need for data at all levels in education, from the provincial government level where it is used to inform policy makers, to the classroom teacher who uses it to guide instruction and evaluate interventions, and finally to parents who are interested in the development and well being of their children. A single EYE administration can provide meaningful results to all of these individuals via:

  • Individual Child Reports
  • Class Reports
  • School, District, and State or Provincial graphs

Immediate reporting, unique to each audience, means that data is:

  • Timely;
  • Meaningful; and,
  • Cost-effective!

 

Early Years Evaluation data can be used to ensure

success for all children as they grow and develop into lifelong learners.