An Analysis of Hughes and Gullo's Article on Joyful Learning and Assessment in Kindergarten

Hughes and Gullo begin their article by painting a picture for us of the increase in prekindergarten enrollment numbers. More and more three and four year olds are being enrolled in kindergarten preparedness programs, such as pre-k or More at Four. They also point out the sharp increase in state mandated age cut-offs for kindergarten enrollment. These changes are both illustrative of how kindergarten academic standards have jumped up significantly in the past few years. Hughes and Gullo tell us that kindergarteners are now primarily taught through academically oriented teacher-directed instruction rather than developmentally appropriate methods of learning.

They explain that these dramatic changes in the way kindergartners are taught are believed to be because of the inappropriate assessment tools used to gauge kindergartner’s academic progress. These developmentally inappropriate tools of assessment such as standardized testing and worksheets can be traded in for more appropriate means of assessment for kindergartners. Hughes and Gullo use the rest of their article to explain different characteristics of assessment and how we can adjust our means of assessment to promote individual development amongst kindergarteners.

Hughes and Gullo define assessment to further expand our understanding of the issue- “the progress of a child’s learning over time.” Testing children at the end of a unit undermines this definition of assessment. The authors tell us that learning is a continuum and that assessment be used to help teachers identify where children are individually on that learning continuum. This can be done by learning and recognizing children’s learning sequences and using frequent “embedded” assessments to gauge their mastery of classroom concepts. The authors of the article go on to explain to us that assessment is a comprehensive process- one simple test or type of assessment will not measure the many areas of learning that need to be measured to determine comprehension.

In the final section of the article, Hughes and Gullo tell us that assessment should be integrated into the process of the activities being assessed. By doing this, teachers can use assessment to change lessons to suit the individual needs of children, and teachers can see firsthand how effective or ineffective their curriculum is. Hughes and Gullo give an example of a teacher that uses assessment to plan activities based on her student’s interests, experiences, and skills. Hughes and Gullo end their article with a powerful statement: appropriate assessment can lead to joyful learning and joyful teaching.