Deborah J. Leong is a professor emerita  of psychology at Metropolitan State College of Denver and director of the Tools of the Mind Curriculum Project, a Vygotskian-based early childhood teacher-training program. She is also a research fellow at the National Institute for Early Education Research (NIEER) working on a computerized Pre-K state standards database and a database of preschool assessment instruments with Elena Bodrova. She is co-author with Dr. McAfee and Dr. Bodrova of Basics of Assessment (National Association for the Education of Young Children, 2004). Dr. Leong is also co-author with Dr. Bodrova of Tools of the Mind: The Vygotskian Approach to Early Childhood Education (Merrill/Prentice Hall, 2007) and four educational videos (Davidson Films). She has written many articles on assessment, play, early literacy, and the development of self-regulation in young children.

Part I             Professionalism in Assessment

Chapter 1          Assessment in Early Childhood: A Work in Progress    

Assessment Vocabulary    

Expectations of Teachers    

Factors Contributing to Current Practices in Assessment   

Professional Responsibility    

Summary    

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings   

Chapter 2          Legal, Ethical, and Professional Responsibilities in Assessment    

Know Federal, State, and Local Requirements Related to  Assessment    

Ensure that Assessment Information is Accurate and Trustworthy

Assess All Children Fairly

Follow Professional and Ethical Guidelines

Use Assessment Results in Appropriate Ways    

Summary   

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings   

Part II           Assessing and Teaching

Chapter 3          Why, What, and When to Assess    

Assessment Decisions    

Why Assess?    

What to Assess?    

When to Assess?    

Some Final Thoughts    

Summary    

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings   

Chapter 4          Documenting: Collecting Information    

Multiple Windows    

Sources of Information    

Methods of Collecting Information    

Contexts for Assessment    

Choosing the Appropriate Assessment Window    

Summary    

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings   

Chapter 5          Documenting: Recording Information    

Description and Examples of Recording Procedures    

Selecting a Recording Procedure    

Summary    

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings   

Chapter 6            Compiling and Summarizing Information    

Portfolios    

Group and Individual Profiles and Summaries    

Summary    

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings   

Chapter 7          Interpreting Assessment Information   

Ensure the Authenticity and Trustworthiness of the Data    

Interpret and Understand the Meaning of Assessment Findings   

Summary    

For Personal Reflection    

For Further Study and Discussion   

Suggested Readings   

Planning Strategies 

Individual and Group Strategies    

Curriculum and Classroom Modification Strategies    

Examples of Using Assessment Information to Guide Instruction    

Summary   

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings  

Chapter 9            Organizing for Assessment    

Integrating Assessment and Teaching   

Developing a Plan    

Organizing Files and Forms   

Summary    

For Personal Reflection   

For Further Study and Discussion    

Suggested Readings   

Part III          The Classroom and Beyond

Chapter 10          Standardized Tests: What Early Childhood Teachers Should Know    

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

Definition of a Standardized Test    

Limitations and Inadequacies of Standardized Testing   

Types of Standardized Tests    

The Early Childhood Teacher’s Role in Standardized Testing    

Standardized Instruments Used to Measure Opportunities to Learn    

Finding Out More about Standardized Tests    

Summary    

For Personal Reflection    For Further Study and Discussion   

Suggested Readings   

Chapter 11        Communicating and Collaborating Using Assessment Processes and Results   

Communicating with Children    

Communicating with Parents    

Communicating and Collaborating with Other Professionals    

Professional and Personal Development and Learning   

Summary    

For Personal Reflection    

For Further Study and Discussion    

Suggested Readings   

Appendix A  Assessment and Analysis Guides   

Glossary    

References    

Name Index    

Subject Index   

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