Rent 9780205140183 | Assessing and Guiding Young Children's Development and Learning | Oralie McAfee;Deborah Leong @knetbooks.com

Table of Contents

Preface	p. xv
Professionalism in Assessment
Assessment in Early Childhood: A Work in Progress	p. 1
Factors Contributing to Current Changes in Assessment	p. 2
Changing Concepts of the Primary Purpose of Assessment	p. 3
Changing Concepts of How Children Develop and Learn	p. 3
Changing Nature of School and Center Populations	p. 3
Changing Educational Outcomes,... MORE	p. 4
Mandated Testing and Assessment	p. 5
Limitations and Inadequacies of Standardized Testing	p. 5
Expectations of Teachers	p. 6
Professional Organizations	p. 6
Accountability	p. 6
Working with Other Professionals	p. 6
Challenges	p. 7
Credibility	p. 7
Feasibility	p. 7
Professional Initiative and Responsibility	p. 8
Summary	p. 8
For Self-Reflection	p. 9
For Further Study and Discussion	p. 9
Suggested Readings	p. 9
Legal, Ethical, and Professional Responsibilities in Assessment	p. 11
Know and Abide by Basic Rights, Laws, and Court Rulings	p. 12
The Right to Equal Protection under the Law	p. 12
The Right to Due Process	p. 13
The Right to Privacy	p. 13
Major Legislation	p. 14
Be Sensitive to Individual Differences	p. 15
Children with Special Needs	p. 16
Children at Risk	p. 16
Children Who Need Challenge	p. 16
Inclusive Education	p. 16
Be Sensitive to Social and Cultural Differences	p. 18
Cultural Differences That May Influence Assessment	p. 19
Implications for Assessment	p. 20
Be Fair and Impartial	p. 22
Be as Objective as Possible	p. 22
Ensure the Accuracy and Trustworthiness of Assessment Information	p. 24
Use Assessment Results in Appropriate Ways	p. 27
Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any One	p. 27
Use Assessment Results for the Intended Purposes	p. 27
Know and Abide by State, School District, and Center Policies	p. 27
Summary	p. 28
For Self-Reflection	p. 29
For Further Study and Discussion	p. 29
Suggested Readings	p. 30
Assessing and Teaching
Why, What, and When to Assess	p. 31
Assessment Decisions	p. 32
Why Assess?	p. 33
To Determine Children's Status and Progress	p. 33
To Provide Information for Classroom Planning and Decision Making	p. 34
To Identify Children Who Might Benefit from Special Help	p. 34
To Collect and Document Information for Reporting and Communication	p. 35
What to Assess?	p. 35
Major Child Growth and Development Domains	p. 35
Expected Outcomes of the Program for Individual Children	p. 36
Unique Patterns of Development, Knowledge, Attitudes, and Interests	p. 38
Problems or Concerns about a Particular Child or Group	p. 39
Practical Considerations	p. 40
When to Assess?	p. 41
Before School Starts	p. 41
Assess Day by Day	p. 42
Assess Periodically	p. 43
Assess before and after a Concentrated Emphasis	p. 43
Assess to Get Information about a Specific Problem or Concern	p. 44
Some Final Thoughts	p. 45
Summary	p. 45
For Self-Reflection	p. 46
For Further Study and Discussion	p. 46
Suggested Readings	p. 47
Documenting: Collecting Information	p. 48
Multiple Windows	p. 49
Sources of Information	p. 50
The Child as a Source of Information	p. 50
Parents and Other Adults as a Source of Information	p. 51
Records as a Source of Information	p. 51
Methods of Collecting Information	p. 52
Observe Children Systematically	p. 52
Elicit Responses from Children	p. 53
Collect Work Products from Classroom Activities	p. 58
Elicit Information from Parents	p. 60
Contexts for Assessment	p. 64
Characteristics of the Context	p. 64
Examples of Contexts for Assessment	p. 66
Choosing the Appropriate Assessment Window	p. 67
Identify the Behavior to Be Assessed	p. 67
Use Authentic Assessment Measures or Windows	p. 68
Maximize the Chances of Seeing a Behavior	p. 68
Use Multiple Assessment Measures or Windows	p. 68
Summary	p. 68
For Self-Reflection	p. 69
For Further Study and Discussion	p. 69
Suggested Readings	p. 70
Documenting: Recording Information	p. 71
Description and Examples of Recording Procedures	p. 72
Procedures That Describe	p. 72
Procedures That Count or Tally	p. 79
Procedures That Rate or Rank	p. 86
Other Procedures	p. 89
Selecting a Recording Procedure	p. 90
Purpose of the Assessment	p. 90
What Is Being Assessed	p. 90
Amount of Detail Needed	p. 90
Practical Considerations	p. 91
Summary	p. 93
For Self-Reflection	p. 94
For Further Study and Discussion	p. 94
Suggested Readings	p. 94
Compiling and Summarizing Information	p. 95
Portfolios	p. 96
Description and Definition	p. 96
Purposes	p. 97
Basic Approaches to Portfolio Building	p. 97
Selection of Content	p. 98
Organization of Content	p. 100
Relationship of Portfolios to Other Types of Assessment	p. 103
Increasing the Information in Each Portfolio Item	p. 103
Issues	p. 109
Group and Individual Profiles	p. 110
Description and Definition of Group Profiles	p. 111
Purposes of Group Profiles	p. 111
Selecting and Organizing Content of Group Profiles	p. 114
Description and Definition of Individual Profiles	p. 115
Purposes of Individual Profiles	p. 115
Selecting and Organizing Content of Individual Profiles	p. 116
Summary	p. 117
For Self-Reflection	p. 118
For Further Study and Discussion	p. 118
Suggested Readings	p. 118
Interpreting Assessment Information	p. 120
Ensure the Authenticity and Trustworthiness of the Data	p. 121
To Determine Progress, Compare Performance at Two or More Points in Time	p. 121
Work from Compilations and Summaries	p. 121
Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances	p. 121
Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions	p. 122
Identify Areas of Concern	p. 122
Interpret and Understand the Meaning of Assessment Findings	p. 122
Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively	p. 123
Analyze Performance as a Band or Interval within Which a Child Is Functioning	p. 123
Consider the Influence of the Total Sociocultural Context on Children's Actions	p. 125
Compare Evidence to Developmental or Curriculum Expectations	p. 125
Analyze Information for Clues to Learning Processes and Strategies	p. 130
Summary	p. 135
For Self-Reflection	p. 136
For Further Study and Discussion	p. 136
Suggested Readings	p. 137
Using Assessment Information	p. 138
Planning Strategies	p. 139
Plan and Organize the Intended Changes	p. 139
Refer to Assessment Information as You Plan	p. 140
Allow Time for Reflection	p. 140
Plan Ways to Meet Children's Assessed Needs	p. 140
Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning	p. 140
Plan for and with Other People in the Classroom	p. 141
Balance What You Might Like to Do with What Is Possible	p. 141
Individual and Group Strategies	p. 141
For One or Two Children	p. 142
For Several Children	p. 143
Mixed-Age Classes	p. 143
For the Entire Group	p. 144
Curriculum and Classroom Modification Strategies	p. 145
Allocate Time and Space in Different Ways to Achieve Different Results	p. 145
Select and Arrange Materials in Response to Assessment Results	p. 145
Use Any Apparent Sequence	p. 146
Look at the Need for Possible Change in Procedures	p. 147
Rethink and Restructure to Meet Children "Where They Are"	p. 147
Examples of Using Assessment Information to Guide Instruction	p. 147
Play	p. 147
Large Muscle/Gross Motor Development	p. 150
Small Muscle/Fine Motor Development	p. 150
Memory Strategies	p. 151
Summary	p. 153
For Self-Reflection	p. 153
For Further Study and Discussion	p. 153
Suggested Readings	p. 154
Organizing for Assessment	p. 155
Integrating Assessment and Teaching	p. 155
General Guidelines	p. 156
Developing a Plan	p. 158
Considerations in Planning for Assessment	p. 158
Sample Assessment Plans	p. 160
Using the Plan	p. 163
Organizing Files and Forms	p. 164
Notebooks, Files, and Portfolios	p. 164
Forms	p. 170
Still and Video Cameras, Audiotape Recorders, and Computers	p. 175
Other Aids	p. 177
Summary	p. 180
For Self-Reflection	p. 180
For Further Study and Discussion	p. 180
Suggested Readings	p. 181
The Classroom and Beyond
Standardized Tests: What Early Childhood Teachers Should Know	p. 182
The Difference between an Assessment That Has Standardized Procedures and a Standardized Test	p. 183
Definition of a Standardized Test	p. 183
Limitations and Inadequacies of Standardized Testing	p. 184
Technical and Educational Inadequacies	p. 184
Overuse and Misuse	p. 185
Unsuitability for the Population	p. 185
Undue Influence on Education	p. 185
Types of Standardized Tests	p. 186
Standardized Achievement Tests	p. 186
Standardized Aptitude Tests	p. 187
Standardized Screening and Diagnostic Tests	p. 187
Standardized Testing in Early Childhood Classrooms Today	p. 188
The Early Childhood Teacher's Role in Standardized Testing	p. 188
How to Find Out If a Standardized Test Is Reliable and Valid	p. 189
How to Administer a Standardized Test	p. 192
How to Explain Different Types of Test Scores	p. 193
How to Interpret Standardized Test Results	p. 196
Finding Out More about Standardized Tests	p. 197
Summary	p. 197
For Self-Reflection	p. 198
For Further Study and Discussion	p. 198
Suggested Readings	p. 199
Communicating and Collaborating Using Assessment Processes and Results	p. 200
Communicating with Children	p. 201
Communicating with Parents	p. 201
Before Reporting	p. 201
Ways to Report	p. 203
Communicating and Collaborating with Other Professionals	p. 211
Communication within the School or Center	p. 211
Communication with Other Schools and Centers	p. 212
Communication and Collaboration in Specialized Services	p. 212
Communicating with Funding and Regulatory Agencies, Governing Boards, and Citizen Groups	p. 217
Professional and Personal Development and Learning	p. 217
Professional Development and Learning	p. 217
Personal Development and Learning	p. 218
Summary	p. 218
For Self-Reflection	p. 219
For Further Study and Discussion	p. 219
Suggested Readings	p. 219
Assessment and Analysis Guides	p. 220
Developmental Red Flags for Children Ages 3 to 5	p. 243
Glossary	p. 251
References	p. 255
Name Index	p. 271
Subject Index	p. 275
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