Assessing And Guiding Young Children's Development And Learning

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ISBN: 9780205497188 | 0205497187
Cover: Paperback
Copyright: 1/1/2007

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This comprehensive guide to assessment in early childhood continues to provide the most current research, best thinking, and practical guidance to integrate assessment with effective teaching. Assessing and Guiding Young Childrenrs"s Development and Learning is the only book that shows assessment as a process teachers can use to improve teaching and ensure student learning. It incorporates current trends in assessment with examples and approaches being used in early childhood classrooms. The book includes guides for interpreting and using assessment information once it has been collected. The assessment strategies presented are compatible with all approaches to educating young children. The social, cultural, legal, and ethical context of assessment and its implications for teachers and teaching are realistically presented.

Preface

About the Authors

xvii

Part I Professionalism in Assessment

Assessment in Early Childhood: A Work in Progress

(10)

Assessment Vocabulary

(1)

Expectations of Teachers

(3)

Professional Organizations

(1)

Parents, Policy Makers, and the General Public

(1)

Other Professionals

(1)

Factors Contributing to Current Practices in Assessment

(2)

Mandated Testing and Assessment

(1)

The Diversity of Children and Families

(1)

Concepts about Children's Development and Learning

(1)

Limitations and Inadequacies of Standardized Testing

(1)

Professional Responsibility

(1)

Summary

(1)

For Personal Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Legal, Ethical, and Professional Responsibilities in Assessment

(21)

Know Federal and State Laws That Mandate Assessment

(1)

No Child Left Behind

(1)

Head Start and Other Federally Funded Prekindergarten Programs

(1)

State Laws and Regulations

(1)

Protect Child and Family Rights

(3)

The Right to Equal Protection under the Law

(1)

The Right to Due Process

(1)

The Right to Privacy

(1)

Major Legislation

(1)

Be Sensitive to Individual Differences

(2)

Children with Special Needs

(1)

Children at Risk

(1)

Children Who Need Challenge

(1)

Inclusive Education

(1)

Be Sensitive to Linguistic, Social, and Cultural Differences

(4)

Cultural Differences That May Influence Assessment

(1)

Implications for Assessment

(1)

Be Fair and Impartial

(5)

Be as Objective as Possible

(2)

Ensure the Accuracy and Trustworthiness of Assessment Information

(2)

Use Assessment Results in Appropriate Ways

(1)

Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any One

(1)

Use Assessment Results for the Intended Purposes

(1)

Know and Abide by State, School District, and Center Policies

(1)

Summary

(2)

For Personal Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Part II Assessing and Teaching

Why, What, and When to Assess

(18)

Assessment Decisions

(1)

Why Assess?

(2)

To Monitor Children's Development and Learning

(1)

To Guide Classroom Planning and Decision Making

(1)

To Identify Children Who Might Benefit from Special Help

(1)

To Report to and Communicate with Others

(1)

What to Assess?

(7)

Major Child Growth and Development Domains

(1)

Expected Outcomes of the Program for Individual Children

(4)

Unique Patterns of Development, Knowledge, Attitudes, and Interests

(1)

Problems or Concerns about a Particular Child or Group

(2)

Practical Considerations

(1)

When to Assess?

(4)

Before the School Year Starts

(1)

Assess to Fulfill Requirements

(1)

Assess Day by Day

(1)

Assess Periodically

(1)

Assess Before and After a Concentrated Emphasis

(1)

Assess to Get Information about a Specific Problem or Concern

(1)

Some Final Thoughts

(1)

Summary

(1)

For Personal Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Documenting: Collecting Information

(25)

Multiple Windows

(1)

Sources of Information

(2)

The Child as a Source of Information

(1)

Parents and Other Adults as a Source of Information

(1)

Records as a Source of Information

(1)

Methods of Collecting Information

(12)

Observe Children Systematically

(1)

Elicit Responses from Children

(5)

Collect Work Products from Classroom Activities

(2)

Elicit Information from Parents

(4)

Contexts for Assessment

(3)

Characteristics of the Context

(2)

Examples of Contexts for Assessment

(1)

Choosing the Appropriate Assessment Window

(4)

Identify the Behavior to Be Assessed

(1)

Use Authentic Assessment Measures or Windows

(1)

Maximize the Chances of Seeing a Behavior

(1)

Use Multiple Assessment Measures or Windows

(3)

Summary

(1)

For Personal Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Documenting: Recording Information

(24)

Description and Examples of Recording Procedures

(18)

Procedures That Describe

(7)

Procedures That Count or Tally

(7)

Procedures That Rate or Rank

(3)

Other Procedures

(1)

Selecting a Recording Procedure

(3)

Purpose of the Assessment

(1)

What Is Being Assessed

(1)

Amount of Detail Needed

(1)

Practical Considerations

(2)

Summary

(1)

For Personal Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Compiling and Summarizing Information

(25)

Portfolios

100

(13)

Description and Definition

100

(1)

Purposes

101

(1)

Basic Approaches to Portfolio Building

101

(1)

Selection of Content

102

(2)

Organization of Content

104

(3)

Relationship of Portfolios to Other Types of Assessment

107

(1)

Increasing the Information in Each Portfolio Item

107

(6)

The Place of Technology

113

(1)

Group and Individual Profiles and Summaries

113

(9)

Published Summary Forms

114

(2)

Description and Definition of Group Profiles

116

(1)

Purposes of Group Profiles

117

(1)

Guides for Selecting and Organizing Content of Group Profiles

118

(2)

Description and Definition of Individual Profiles

120

(1)

Purposes of Individual Profiles

120

(1)

Guides for Selecting and Organizing Content of Individual Profiles

120

(2)

Summary

122

(1)

For Personal Reflection

122

(1)

For Further Study and Discussion

123

(1)

Suggested Readings

123

(1)

Interpreting Assessment Information

124

(18)

Ensure the Authenticity and Trustworthiness of the Data

125

(1)

To Determine Progress, Compare Performance at Two or More Points in Time

125

(1)

Work from Compilations and Summaries

125

(1)

Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances

125

(1)

Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions

126

(1)

Identify Areas of Concern

126

(1)

Interpret and Understand the Meaning of Assessment Findings

126

(13)

Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively

127

(1)

Analyze Performance as a Band or Interval within Which a Child Is Functioning

127

(2)

Consider the Influence of the Total Sociocultural Context on Children's Actions

129

(1)

Compare Evidence to Developmental or Curriculum Expectations

130

(5)

Analyze Information for Clues to Learning Processes and Strategies

135

(4)

Summary

139

(1)

For Personal Reflection

140

(1)

For Further Study and Discussion

140

(1)

Suggested Readings

141

(1)

Using Assessment Information

142

(17)

Planning Strategies

143

(2)

Plan and Organize the Intended Changes

143

(1)

Refer to Assessment Information as You Plan

143

(1)

Allow Time for Reflection

144

(1)

Plan Ways to Meet Children's Assessed Needs

144

(1)

Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning

144

(1)

Plan for and with Other People in the Classroom

144

(1)

Balance What You Might Like to Do with What Is Possible

145

(1)

Individual and Group Strategies

145

(4)

For One or Two Children

146

(1)

For Several Children

147

(1)

Mixed-Age Classes

147

(1)

For the Entire Group

148

(1)

Curriculum and Classroom Modification Strategies

149

(2)

Allocate Time and Space in Different Ways to Achieve Different Results

149

(1)

Select and Arrange Materials in Response to Assessment Results

149

(1)

Use Any Apparent Sequence

150

(1)

Look at the Need for Possible Change in Procedures

151

(1)

Rethink and Restructure to Meet Children ``Where They Are''

151

(1)

Examples of Using Assessment Information to Guide Instruction

151

(6)

Play

151

(3)

Small Muscle/Fine Motor Development

154

(1)

Early Literacy Development

154

(3)

Summary

157

(1)

For Personal Reflection

157

(1)

For Further Study and Discussion

157

(1)

Suggested Readings

158

(1)

Organizing for Assessment

159

(21)

Integrating Assessment and Teaching

159

(3)

General Guidelines

160

(2)

Developing a Plan

162

(3)

Considerations in Planning for Assessment

162

(2)

Sample Assessment Plans

164

(1)

Using the Plan

165

(1)

Organizing Files and Forms

165

(13)

Notebooks, Files, and Portfolios

166

(2)

Forms

168

(7)

Other Aids

175

(3)

Summary

178

(1)

For Personal Reflection

179

(1)

For Further Study and Discussion

179

(1)

Suggested Readings

179

(1)

Part III The Classroom and Beyond

Standardized Tests: What Early Childhood Teachers Should Know

180

(18)

The Difference between an Assessment That Has Standardized Procedures and a Standardized Test

181

(1)

Definition of a Standardized Test

181

(1)

Limitations and Inadequacies of Standardized Testing

182

(2)

Technical and Educational Inadequacies

182

(1)

Overuse and Misuse

183

(1)

Unsuitability for the Population

183

(1)

Undue Influence on Education

184

(1)

Types of Standardized Tests

184

(2)

Standardized Achievement Tests

185

(1)

Standardized Aptitude Tests

185

(1)

Standardized Screening and Diagnostic Tests

186

(1)

The Early Childhood Teacher's Role in Standardized Testing

186

(9)

How to Find Out if a Standardized Test Is Reliable and Valid

187

(3)

How to Administer a Standardized Test

190

(1)

How to Explain Different Types of Test Scores

191

(3)

How to Interpret Standardized Test Results

194

(1)

Standardized Instruments Used to Measure Opportunities to Learn

195

(1)

Finding Out More about Standardized Tests

196

(1)

Summary

196

(1)

For Personal Reflection

196

(1)

For Further Study and Discussion

197

(1)

Suggested Readings

197

(1)

Communicating and Collaborating Using Assessment Processes and Results

198

(21)

Communicating with Children

199

(1)

Communicating with Parents

199

(11)

Before Reporting

199

(2)

Ways to Report

201

(9)

Communicating and Collaborating with Other Professionals

210

(6)

Communication within the School or Center

210

(1)

Communication with Other Schools and Centers

210

(1)

Communication and Collaboration in Specialized Services

211

(5)

Professional and Personal Development and Learning

216

(1)

Professional Development and Learning

216

(1)

Personal Development and Learning

216

(1)

Summary

216

(1)

For Personal Reflection

217

(1)

For Further Study and Discussion

217

(1)

Suggested Readings

218

(1)

Appendix A Assessment and Analysis Guides

219

(25)

Appendix B Developmental Red Flags for Children Ages 3 to 5

244

(7)

Glossary

251

(4)

References

255

(19)

Name Index

274

(3)

Subject Index

277

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Assessing And Guiding Young Children's Development And Learning

Summary

Table of Contents

Supplemental Materials