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Current Trends and Practices in Social Studies Assessment For The Early Grades
Current Trends and Practices in Social Studies Assessment For The Early Grades
In 1994, NCSS published Expectations of Excellence: Curriculum Standards for Social Studies, which
identified ten thematic strands with accompanying performance expectations for students beginning in
the early grades.1 These standards have served as one of the stimuli for the development of more specific
standards in several states. The net results are that social studies is receiving more visibility beginning in
the early grades, and high-stakes testing is being considered beginning at about the fourth grade.
Although standardized tests are sometimes used in preschool, kindergarten, and first grade to help
determine whether children are admitted to programs, promoted, placed in transitional classrooms, or
retained, most assessment in early elementary social studies continues to be less formal and conducted to
generate information about student learning that might lead to improvement of social studies instruction.
Goal-Oriented Practices
To maintain the momentum for teaching and learning in early elementary social studies, teachers
need to develop appropriate goals, align these goals with the standards established by NCSS and other
professional organizations, and integrate assessment as an ongoing curricular initiative. Alternative
assessment practices that require little or no reliance on pencil-and-paper testing are the most reasonable
for early elementary students who are limited in their reading and writing competencies. They also are
the most congruent with students’ instructional experiences in the early grades. Students in these grades
have opportunities to learn in groups, manipulate materials, share ideas, ask questions, and participate in
multisensory experiences in an effort to construct their own meaning. A variety of instruments and
approaches are needed to measure the range of knowledge, skills, and attitudes, and to capture the
classroom experiences of the students examined.
Conclusion
With the increased emphasis on social studies for the early grades, spearheaded by national and
state standards, we think it is an optimum time to consider assessment as an integral part of the curriculum
rather than as an “add-on” or “afterthought.” Our recent classroom observations suggest that assessment
can be a natural and ongoing part of the curricular process, assessment is “doable” even in the early
grades, the process sets the tone so that social studies is valued by students, and assessment establishes
clear expectations for student learning.
Notes
1. National Council for the Social Studies, Expectations of Excellence: Curriculum Standards for Social
Studies (Washington, D.C.: NCSS, 1994).
2. Jere Brophy and Janet Alleman, “Activities as Instructional Tools: A Framework for Analysis and
Evaluation,” Educational Researcher 20 (1991): 9-23.
3. Janet Alleman and Jere Brophy, “Elementary Social Studies: Instruments, Activities, and Standards,”
in Handbook of Classroom Assessment, ed. G. Phye (San Diego, Calif.: Academic Press, 1997), 321–57.
4. Ibid.
5. Margaret B. Puckett and Janet K. Black, Authentic Assessment of the Young Child: Celebrating Learning
and Development (New York: Macmillan, 1994); Sue Clark Wortham, Measurement and Evaluation in
Early Childhood Education (Englewood Cliffs, N.J.: Prentice Hall, 1995).
6. Donald Graves, Writing: Teachers and Children at Work (Portsmouth, N.H.: Heineman, 1983), 138.
Janet Alleman and Jere Brophy are professors in the Department of Teacher Education, College of
Education, at Michigan State University. They have been conducting research with young children for a
number of years. The authors wish to thank Barbara Knighton, whose teaching was the inspiration for
several of the techniques described in the article.
©1999 National Council for the Social Studies. All rights reserved.
Alleman, Janet, and Jere Brophy. Current Trends and Practices in Social Studies Assessment for the Early Grades. National Council
for the Social Studies, 1999. Used with permission.