Rent 9780205263325 | Assessing and Guiding Young Children's Development and Learning | McAfee, Oralie; Leong, Deborah J. @knetbooks.com

Summary Table of Contents

Designed for use as a main supplement for undergraduate and graduate students in courses on Assessment, Measurement, and Evaluation in Early Childhood. It may also be used as a supplement in courses in Early Childhood Curriculum and Teaching in the Early Childhood Classroom, as well as in early childhood block courses. This text is a comprehensive guide to alternative, authentic assessment in early childhood curriculum. It provides the most current research and practical guides to integrate assessment with teaching. It shows assessment as a process teachers can use, following these procedures: portfolios; standards, benchmarks, and rubrics; and guides for organizing assessment, including forms that can be adapted or duplicated.

Preface

PART I: Professionalism in Assessment

Assessment in Early Childhood: A Work in Progress

(12)

Factors Contributing to Current Changes in Assessment

... MORE

(5)

Changing Concepts of the Primary Purpose of Assessment

(1)

Changing Concepts of How Children Develop and Learn

(1)

Changes in Educational Goals, Curricula, and Instructional Strategies

(1)

The Changing Nature of School and Center Populations

(1)

The Limitations and Inadequacies of Traditional Testing

(3)

Expectations of Teachers

(1)

Professional Organizations

(1)

Accountability

(1)

Working with Other Professionals

(1)

Challenges

(2)

Credibility

(1)

Feasibility

(1)

Need

(1)

Summary

(1)

For Further Study, Discussion, and Reflection

(1)

Suggested Readings

(1)

Legal and Ethical Responsibilities in Assessment

(14)

Know and Abide by Basic Rights, Laws, and Court Rulings

(3)

The Right to Equal Protection under the Law

(1)

The Right to Due Process

(1)

The Right to Privacy

(1)

Major Legislation

(1)

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

(1)

Be Fair and Impartial

(6)

Be as Objective as Possible

(2)

Be Knowledgeable about and Sensitive to the Ways Diversity May Influence Assessment

(1)

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 Single One

(1)

Use Assessment Results for the Intended Purposes

(1)

Summary

(1)

For Further Study, Discussion, and Reflection

(1)

Suggested Readings

(1)

PART II: Assessing and Teaching

Why, What, and When to Assess?

(18)

Assessment Decisions

(1)

Why Assess?

(2)

To Determine Children's Status and Progress

(1)

To Provide Information Useful for Classroom Planning and Decision Making

(1)

To Identify Children Who Might Benefit from Special Help

(1)

To Collect and Document Information for Reporting and Communication

(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

(1)

Practical Considerations

(2)

When to Assess?

(4)

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 Further Study, Discussion, and Reflection

(1)

Suggested Readings

(1)

Documenting: Collecting Information

(26)

Multiple Windows

(1)

Sources of Information

(4)

The Child as a Source of Information

(1)

Parents and Other Adults as a Source of Information

(1)

Written Records as a Source of Information

(2)

Methods of Collecting Information

(14)

Systematically Observing Children

(1)

Eliciting Responses from Children

(6)

Collecting Products from Classroom Activities

(2)

Eliciting Information from Parents

(5)

Contexts for Assessment

(2)

Characteristics of the Context

(1)

Examples of Contexts for Assessment

(1)

Choosing the Appropriate Assessment Window

(2)

Identify the Behavior to Be Assessed

(1)

Use Authentic Assessment Windows

(1)

Maximize the Chances of Seeing a Behavior

(1)

Use Multiple Assessment Windows

(1)

Summary

(1)

For Further Study, Discussion, and Reflection

(1)

Suggested Readings

(2)

Documenting: Recording Information

(28)

Guidelines for Selecting a Recording Procedure

(5)

Purpose of the Assessment

(1)

What Is Being Assessed?

(1)

Amount of Detail

(1)

Practical Considerations

(3)

Survey, Description, and Examples of Recording Procedures

(20)

Recording Procedures That Describe

(8)

Recording Procedures That Count or Tally

(9)

Procedures That Record Inferences, Judgments, and Reflections

(2)

Other Procedures

(1)

Summary

(1)

For Further Study, Discussion, and Reflection

(1)

Suggested Readings

(1)

Compiling and Summarizing Information

(26)

Portfolios

100

(15)

Description and Definition

100

(1)

Purposes

101

(1)

Basic Approaches to Portfolio Building

102

(1)

Selection of Content

103

(1)

Organization of Content

104

(4)

Relationship of Portfolios to Other Types of Assessment

108

(1)

Increasing the Information in Each Portfolio Item

108

(6)

Issues

114

(1)

Individual Profiles

115

(3)

Description and Definition

115

(1)

Purposes

115

(1)

Selecting and Organizing Content

116

(2)

Relationship of Individual Profiles to Other Types of Documentation

118

(1)

Group Profiles

118

(5)

Description and Definition

118

(1)

Purposes

119

(1)

Selecting and Organizing Content

119

(4)

Summary

123

(1)

For Further Study, Discussion, and Reflection

124

(1)

Suggested Readings

124

(1)

Interpreting Assessment Information

125

(20)

Ensure the Authenticity and Trustworthiness of the Data

126

(2)

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

126

(1)

Work from Compilations and Summaries

126

(1)

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

126

(1)

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

127

(1)

Identify Areas of Concern

127

(1)

Interpret and Understand the Meaning of Assessment Findings

128

(14)

Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively

128

(1)

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

129

(1)

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

130

(1)

Compare Outcomes to Developmental or Curriculum Expectations

131

(6)

Analyze Information for Clues to Learning Processes and Strategies

137

(5)

Summary

142

(1)

For Further Study, Discussion, and Reflection

143

(1)

Suggested Readings

144

(1)

Using Assessment Information

145

(19)

Planning Strategies

146

(3)

Plan and Organize the Intended Changes

146

(1)

Refer to Assessment Information as You Plan

147

(1)

Allow Time for Reflection

147

(1)

Plan Ways to Meet Children's Assessed Needs

147

(1)

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

147

(1)

Plan for and with Other People in the Classroom

148

(1)

Balance What You Might Like to Do with What Is Possible

148

(1)

Individual and Group Strategies

149

(3)

For One or Two Children

149

(1)

For Several Children

150

(1)

Mixed-Age Classes

151

(1)

For the Entire Group

151

(1)

Curriculum and Classroom Modification Strategies

152

(3)

Allocate Time and Space in Different Ways to Achieve Different Results

152

(1)

Select and Arrange Materials in Response to Assessment Results

153

(1)

Use Any Apparent Sequence

154

(1)

Look at the Need for Possible Change in Procedures

155

(1)

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

155

(1)

Examples of Using Assessment Information to Guide Instruction

155

(6)

Play

155

(1)

Large Muscle/Gross Motor Development

156

(3)

Small Muscle/Fine Motor Development

159

(1)

Memory Strategies

160

(1)

Summary

161

(1)

For Further Study, Discussion, and Reflection

162

(1)

Suggested Readings

162

(2)

Organizing for Assessment

164

(27)

Integrating Assessment and Teaching

164

(3)

General Guidelines

165

(2)

Develop a Plan

167

(7)

Considerations in Planning

168

(2)

Sample Assessment Plans

170

(1)

Using the Plan

170

(4)

Organizing Files and Forms

174

(14)

Notebooks, Files, and Portfolios

175

(4)

Forms

179

(5)

Still and Video Cameras, Audiotape Recorders, and Computers

184

(2)

Other Aids

186

(2)

Summary

188

(1)

For Further Study, Discussion, and Reflection

189

(1)

Suggested Readings

190

(1)

PART III: The Classroom and Beyond

Communicating about Assessment Processes and Results

191

(15)

Communicating with Others

192

(3)

Communicating with Children

192

(1)

Communicating with and Reporting to Parents

192

(3)

Relationship of Classroom Assessment to Summary Reports

195

(8)

Types of Summary Evaluations Found in Early Childhood Programs

195

(1)

Using Classroom Assessment Information in Summary Evaluations

196

(4)

Reporting Progress to Parents

200

(1)

Communicating with Other Professionals

201

(1)

Reporting to Funding and Regulatory Agencies, Governing Boards, and Citizen Groups

202

(1)

Professional and Personal Development and Learning

203

(1)

Professional Development and Learning

203

(1)

Personal Development and Learning

204

(1)

Summary

204

(1)

For Further Study, Discussion, and Reflection

205

(1)

Suggested Readings

205

(1)

Contemporary Considerations in Assessment

206

(15)

Social and Educational Context

206

(1)

Sociocultural Differences in Assessment

207

(4)

Cultural Differences That May Influence Assessment

208

(2)

Implications for Assessment

210

(1)

Individual Differences

211

(3)

Children with Special Needs

212

(1)

Children at Risk

212

(1)

Children Who Need Challenge

213

(1)

Inclusive Education

214

(1)

Strategies for Classroom Personnel

214

(5)

Work with Specialists from Other Disciplines

214

(4)

``Alert'' Indicators and How to Use Them

218

(1)

Summary

219

(1)

For Further Study, Discussion, and Reflection

220

(1)

Suggested Readings

220

(1)

Appendix A: Assessment and Analysis Guides

221

(20)

Appendix B: Developmental Red Flags for Children of Ages 3 to 5

241

(8)

Glossary

249

(4)

References

253

(18)

Author Index

271

(4)

Subject Index

275

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