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Assessing and Guiding Young Children's Development and Learning

by: McAfee, Oralie; Leong, Deborah

Assessing and Guiding Young Children's Development and Learning

by: McAfee, Oralie; Leong, Deborah

ISBN 13:
9780205337170
ISBN 10:
0205337171
Edition: 3rd
Format: Hardcover
Copyright: 01/01/2002
Publisher: Allyn & Bacon
Newer Edition

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Summary

This comprehensive guide to assessment in early childhood curriculum continues to provide the most current research and practical guides to integrate authentic assessment with effective teaching. Assessing and Guiding Young Children's Development and Learning is the only text that shows assessment as a process teachers can bring to the classroom. This book includes guides for interpreting and using assessment information once it has been collected. These guides are based on the most current research about how young children learn. It also includes constructivist approaches, as well as cultural and individual differences.

Preface

Part I Professionalism in Assessment

Assessment in Early Childhood: A Work in Progress

(10)

Factors Contributing to Current Changes in Assessment

(4)

Changing Concepts of the Primary Purpose of Assessment

(1)

Changing Concepts of How Children Develop and Learn

(1)

Changing Nature of School and Center Populations

(1)

Changing Educational Outcomes, Curricula, and Instructional Strategies

(1)

Mandated Testing and Assessment

(1)

Limitations and Inadequacies of Standardized Testing

(1)

Expectations of Teachers

(1)

Professional Organizations

(1)

Accountability

(1)

Working with Other Professionals

(1)

Challenges

(1)

Credibility

(1)

Feasibility

(1)

Professional Initiative and Responsibility

(1)

Summary

(1)

For Self-Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(2)

Legal, Ethical, and Professional Responsibilities in Assessment

(20)

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)

Be Sensitive to Individual Differences

(3)

Children with Special Needs

(1)

Children at Risk

(1)

Children Who Need Challenge

(1)

Inclusive Education

(2)

Be Sensitive to Social and Cultural Differences

(4)

Cultural Differences That May Influence Assessment

(1)

Implications for Assessment

(2)

Be Fair and Impartial

(5)

Be as Objective as Possible

(2)

Ensure the Accuracy and Trustworthiness of Assessment Information

(3)

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

(1)

For Self-Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Part II Assessing and Teaching

Why, What, and When to Assess

(17)

Assessment Decisions

(1)

Why Assess?

(2)

To Determine Children's Status and Progress

(1)

To Provide Information 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?

(6)

Major Child Growth and Development Domains

(1)

Expected Outcomes of the Program for Individual Children

(2)

Unique Patterns of Development, Knowledge, Attitudes, and Interests

(1)

Problems or Concerns about a Particular Child or Group

(1)

Practical Considerations

(1)

When to Assess?

(4)

Before School Starts

(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 Self-Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Documenting: Collecting Information

(23)

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

(1)

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

(1)

Summary

(1)

For Self-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 Self-Reflection

(1)

For Further Study and Discussion

(1)

Suggested Readings

(1)

Compiling and Summarizing Information

(25)

Portfolios

(14)

Description and Definition

(1)

Purposes

(1)

Basic Approaches to Portfolio Building

(1)

Selection of Content

(2)

Organization of Content

100

(3)

Relationship of Portfolios to Other Types of Assessment

103

(1)

Increasing the Information in Each Portfolio Item

103

(6)

Issues

109

(1)

Group and Individual Profiles

110

(7)

Description and Definition of Group Profiles

111

(1)

Purposes of Group Profiles

111

(3)

Selecting and Organizing Content of Group Profiles

114

(1)

Description and Definition of Individual Profiles

115

(1)

Purposes of Individual Profiles

115

(1)

Selecting and Organizing Content of Individual Profiles

116

(1)

Summary

117

(1)

For Self-Reflection

118

(1)

For Further Study and Discussion

118

(1)

Suggested Readings

118

(2)

Interpreting Assessment Information

120

(18)

Ensure the Authenticity and Trustworthiness of the Data

121

(1)

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

121

(1)

Work from Compilations and Summaries

121

(1)

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

121

(1)

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

122

(1)

Identify Areas of Concern

122

(1)

Interpret and Understand the Meaning of Assessment Findings

122

(13)

Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively

123

(1)

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

123

(2)

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

125

(1)

Compare Evidence to Developmental or Curriculum Expectations

125

(5)

Analyze Information for Clues to Learning Processes and Strategies

130

(5)

Summary

135

(1)

For Self-Reflection

136

(1)

For Further Study and Discussion

136

(1)

Suggested Readings

137

(1)

Using Assessment Information

138

(17)

Planning Strategies

139

(2)

Plan and Organize the Intended Changes

139

(1)

Refer to Assessment Information as You Plan

140

(1)

Allow Time for Reflection

140

(1)

Plan Ways to Meet Children's Assessed Needs

140

(1)

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

140

(1)

Plan for and with Other People in the Classroom

141

(1)

Balance What You Might Like to Do with What Is Possible

141

(1)

Individual and Group Strategies

141

(4)

For One or Two Children

142

(1)

For Several Children

143

(1)

Mixed-Age Classes

143

(1)

For the Entire Group

144

(1)

Curriculum and Classroom Modification Strategies

145

(2)

Allocate Time and Space in Different Ways to Achieve Different Results

145

(1)

Select and Arrange Materials in Response to Assessment Results

145

(1)

Use Any Apparent Sequence

146

(1)

Look at the Need for Possible Change in Procedures

147

(1)

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

147

(1)

Examples of Using Assessment Information to Guide Instruction

147

(6)

Play

147

(3)

Large Muscle/Gross Motor Development

150

(1)

Small Muscle/Fine Motor Development

150

(1)

Memory Strategies

151

(2)

Summary

153

(1)

For Self-Reflection

153

(1)

For Further Study and Discussion

153

(1)

Suggested Readings

154

(1)

Organizing for Assessment

155

(27)

Integrating Assessment and Teaching

155

(3)

General Guidelines

156

(2)

Developing a Plan

158

(6)

Considerations in Planning for Assessment

158

(2)

Sample Assessment Plans

160

(3)

Using the Plan

163

(1)

Organizing Files and Forms

164

(16)

Notebooks, Files, and Portfolios

164

(6)

Forms

170

(5)

Still and Video Cameras, Audiotape Recorders, and Computers

175

(2)

Other Aids

177

(3)

Summary

180

(1)

For Self-Reflection

180

(1)

For Further Study and Discussion

180

(1)

Suggested Readings

181

(1)

Part III The Classroom and Beyond

Standardized Tests: What Early Childhood Teachers Should Know

182

(18)

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

183

(1)

Definition of a Standardized Test

183

(1)

Limitations and Inadequacies of Standardized Testing

184

(2)

Technical and Educational Inadequacies

184

(1)

Overuse and Misuse

185

(1)

Unsuitability for the Population

185

(1)

Undue Influence on Education

185

(1)

Types of Standardized Tests

186

(2)

Standardized Achievement Tests

186

(1)

Standardized Aptitude Tests

187

(1)

Standardized Screening and Diagnostic Tests

187

(1)

Standardized Testing in Early Childhood Classrooms Today

188

(1)

The Early Childhood Teacher's Role in Standardized Testing

188

(9)

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

189

(3)

How to Administer a Standardized Test

192

(1)

How to Explain Different Types of Test Scores

193

(3)

How to Interpret Standardized Test Results

196

(1)

Finding Out More about Standardized Tests

197

(1)

Summary

197

(1)

For Self-Reflection

198

(1)

For Further Study and Discussion

198

(1)

Suggested Readings

199

(1)

Communicating and Collaborating Using Assessment Processes and Results

200

(20)

Communicating with Children

201

(1)

Communicating with Parents

201

(10)

Before Reporting

201

(2)

Ways to Report

203

(8)

Communicating and Collaborating with Other Professionals

211

(6)

Communication within the School or Center

211

(1)

Communication with Other Schools and Centers

212

(1)

Communication and Collaboration in Specialized Services

212

(5)

Communicating with Funding and Regulatory Agencies, Governing Boards, and Citizen Groups

217

(1)

Professional and Personal Development and Learning

217

(1)

Professional Development and Learning

217

(1)

Personal Development and Learning

218

(1)

Summary

218

(1)

For Self-Reflection

219

(1)

For Further Study and Discussion

219

(1)

Suggested Readings

219

(1)

Appendix A Assessment and Analysis Guides

220

(23)

Appendix B Developmental Red Flags for Children Ages 3 to 5

243

(8)

Glossary

251

(4)

References

255

(16)

Name Index

271

(4)

Subject Index

275

Rent More, Save More! Use code: KBRENTAL

5% off 1 book, 7% off 2 books, 10% off 3+ books

Assessing and Guiding Young Children's Development and Learning

Assessing and Guiding Young Children's Development and Learning

9780205337170

0205337171

Summary

Table of Contents

Supplemental Materials

Write a Review

Rent More, Save More! Use code: KBRENTAL

5% off 1 book, 7% off 2 books, 10% off 3+ books

Assessing and Guiding Young Children's Development and Learning

Assessing and Guiding Young Children's Development and Learning

9780205337170

0205337171

Summary

Table of Contents

Supplemental Materials

Write a Review

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