Assessment in Early Childhood Education

ISBN 13:
9780130193421
ISBN 10:
0130193429
Edition: 3rd
Format: Paperback
Copyright: 01/01/2001
Publisher: Pearson College Div
Newer Edition

Note: Not guaranteed to come with supplemental materials (access cards, study guides, lab manuals, CDs, etc.)

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Summary

For Early Childhood Assessment and Early Childhood Tests and Measurement courses. This user-friendly core text discusses assessment in terms that are understandable for pre-service and in-service teachers. Its strong coverage of traditional assessment vehicles is apparent in its comprehensive treatment of standardized tests. Non-traditional vehicles are also thoroughly examined in several chapters on informal evaluation methods. The approach of this edition supports the development of an assessment system that includes both traditional and authentic assessment strategies in a comprehensive plan.

Part I Introduction to Assessment in Early Childhood

(260)

An Overview of Assessment in Early Childhood

(18)

Understanding Assessment in Infancy and Early Childhood

(2)

The Evolution of Assessment of Young Children

(6)

The Child Study Movement

(1)

Standardized Tests

(1)

Head Start and the War on Poverty

(1)

Legislation for Young Children with Disabilities

(3)

Current Issues and Trends in Assessment in Early Childhood Education

(3)

Concerns About Testing Young Children in Public School Settings

(1)

Concerns About Testing Young Children with Cultural and Language Differences

(1)

Concerns About Testing Young Children with Disabilities

(1)

Authentic and Performance Assessment

(1)

An Overview of Topics Covered in This Book

(2)

Summary

(1)

Review Questions

(1)

Suggested Activity

(1)

Key Terms

(1)

References

(3)

How Infants and Young Children Should Be Assessed

(20)

Entering a New Century: What Assessment Should Do

(3)

Principles for Assessment

(1)

Principles for Early Childhood Assessments

(1)

How Infants and Young Children Are Assessed

(6)

Developing a Comprehensive System of Assessment

(2)

Components of an Assessment System

(2)

Using Assessment Results

(2)

Using Assessment Results to Plan for Instruction

(1)

Using Assessment Results to Report Progress

(1)

Using Assessment Results to Evaluate the Instructional Program

(1)

Assessment of Young Children: The Process

(1)

Assessment at the Beginning of the School Year

(1)

Ongoing Assessment

(1)

Assessment at the End of Reporting Periods

(1)

Assessment at the End of the School Year

(1)

Working with Young Children in an Assessment Setting

(1)

Summary

(1)

Review Questions

(1)

Suggested Activities

(1)

Key Terms

(1)

References

(2)

Part II Standardized Tests

Standardized Tests: How They Are Used, Designed, and Selected

(28)

How Standardized Tests Are Used with Infants and Young Children

(7)

Types of Standardized Tests

(7)

Steps in Standardized Test Design

(8)

Specifying the Purpose of the Test

(1)

Determining Test Format

(1)

Developing Experimental Forms

(1)

Assembling the Test

(1)

Standardizing the Test

(1)

Developing the Test Manual

(1)

Validity and Reliability

(2)

Standard Error of Measurement

(1)

Interpreting Test Scores

(3)

The Normal Curve

(1)

Standard Deviations

(1)

Percentile Ranks and Stanines

(1)

Z Scores and T Scores

(1)

Considerations in Choosing and Evaluating Tests

(3)

Summary

(1)

Review Questions

(1)

Suggested Activities

(1)

Key Terms

(1)

References

(4)

Standardized Tests: Using and Reporting Standardized Test Results

(32)

Uses of Norm-Referenced and Criterion-Referenced Tests

(7)

Distinctions Between Norm-Referenced and Criterion-Referenced Tests

(2)

Uses of Norm-Referenced Tests with Preschool Children

(1)

Uses of Norm-Referenced Tests with School-Aged Children

(1)

Uses of Criterion-Referenced Tests with Preschool Children

(1)

Uses of Criterion-Referenced Tests with School-Aged Children

(4)

Reporting Standardized Test Results

(3)

Individual Test Record

(1)

Norm-Referenced and Criterion-Referenced Scores

(3)

Class Reports

(1)

School and District Reports

(1)

Reporting Test Results to Parents

(5)

Grade Equivalents

(1)

Percentile Ranks

(1)

Stanines

(3)

Reporting Achievement on Criterion-Referenced Objectives

(1)

Advantages and Disadvantages of Standardized Tests

(5)

Advantages of Standardized Tests

(1)

Disadvantages of Standardized Tests

(4)

Limitations in Using Standardized Test Results with Young Children

(5)

Concerns About Validity and Reliability

(1)

Difficulties in Administering Tests to Young Children

(1)

Misapplication of Test Results

(1)

The Need for Improvements in Standardized Tests

(1)

Summary

(1)

Review Questions

(1)

Suggested Activities

(1)

Key Terms

(1)

References

(4)

Part III Informal Assessments

Informal Assessments: Observation

100

(30)

Uses of Teacher Assessment Strategies

101

(2)

Placement Evaluation

102

(1)

Diagnostic Evaluation and Instructional Planning

102

(1)

Formative and Summative Evaluation

102

(1)

Advantages of Using Informal Assessments

103

(2)

Disadvantages of Using Informal Assessments

105

(2)

Purposes of Observation

107

(3)

Understanding Children's Behavior

107

(1)

Evaluating Children's Development

108

(1)

Assessing Progress in Learning

109

(1)

Types of Observation

110

(6)

Anecdotal Record

110

(1)

Running Record

110

(1)

Specimen Record

111

(3)

Time Sampling

114

(1)

Event Sampling

114

(1)

Checklists and Rating Scales

115

(1)

Audiotapes and Videotapes

116

(1)

Observing Development

116

(6)

Physical Development

118

(1)

Social and Emotional Development

119

(1)

Cognitive Development

120

(1)

Language Development

121

(1)

Advantages and Disadvantages of Using Observation for Evaluation

122

(1)

Observation Guidelines

123

(3)

Determining the Observation Site

123

(1)

Observer Behaviors During the Observation Visit

124

(1)

Ethics During the Observation Visit

124

(1)

Avoiding Personal Bias

125

(1)

Summary

126

(1)

Review Questions

126

(1)

Suggested Activity

127

(1)

Key Terms

127

(1)

References

127

(3)

Informal Assessments: Checklists, Rating Scales, and Rubrics

130

(36)

Checklists

131

(2)

Purposes of Checklists

131

(1)

Using Checklists with Preschool Children

132

(1)

Using Checklists with School-Aged Children

132

(1)

Using Checklists to Assess Children with Delays in Development

133

(1)

How Checklists Are Designed and Used

133

(6)

Checklists as a Guide to Understand Development

135

(1)

Checklists as a Guide to Develop Curriculum

135

(4)

Checklists as a Guide to Assess Learning and Development

139

(1)

Evaluating and Assessing with Checklists

139

(1)

Evaluating Checklist Objectives by Observation

139

(1)

Evaluating Checklist Objectives with Learning Activities

140

(1)

Evaluating Checklist Objectives with Specific Tasks

140

(1)

Steps in Checklist Design

140

(3)

Identification of the Skills to Be Included

141

(1)

Separate Listing of Target Behaviors

142

(1)

Sequential Organization of the Checklist

142

(1)

Recordkeeping

142

(1)

Advantages and Disadvantages of Using Checklists

143

(2)

Advantages of Using Checklists

143

(1)

Disadvantages of Using Checklists

143

(2)

Rating Scales

145

(5)

Types of Rating Scales

145

(1)

Uses of Rating Scales

146

(4)

Advantages and Disadvantages of Rating Scales

150

(3)

Advantages of Using Rating Scales

150

(3)

Disadvantages of Using Rating Scales

153

(1)

Rubrics

153

(7)

Types of Rubrics

153

(2)

How Rubrics Are Designed and Used

155

(5)

Advantages and Disadvantages of Using Rubrics

160

(1)

Advantages of Using Rubrics

160

(1)

Disadvantages of Using Rubrics

161

(1)

Developing Quality Checklists, Rating Scales, and Rubrics

161

(2)

Checklists

161

(1)

Rating Scales

161

(1)

Rubrics

162

(1)

Consistency in Conducting and Scoring Assessments

162

(1)

Summary

163

(1)

Review Questions

163

(1)

Suggested Activities

164

(1)

Key Terms

164

(1)

References

164

(2)

Informal Assessments: Teacher-Designed Strategies

166

(30)

Purposes of Teacher-Designed Assessments and Tests

167

(2)

Types of Tests Used with Preschool and Primary Grade Children

169

(5)

How Tests Are Designed and Used

174

(14)

Steps in Test Design

176

(10)

Designing Learning Experiences

186

(1)

Designing Correctives and Enrichment Activities

186

(2)

Advantages and Disadvantages of Using Teacher-Designed Evaluations

188

(3)

Developing Quality Teacher-Designed Assessments

191

(1)

Concrete Tasks for Preschool

191

(1)

Tests for Primary Grade Children

192

(1)

Summary

192

(1)

Review Questions

193

(1)

Suggested Activities

193

(1)

Key Terms

193

(1)

References

194

(2)

Informal Assessments: Performance-Based Strategies

196

(22)

Authentic Learning and Authentic Assessment

198

(1)

Purposes for Performance-Based Assessment

199

(1)

Types of Performance-Based Assessment

199

(6)

Interviews

199

(1)

Contracts

200

(2)

Directed Assignments

202

(1)

Games

202

(1)

Work Samples

203

(1)

Projects

204

(1)

Portfolios

204

(1)

Understanding the Interrelated Nature of Performance Assessments

205

(4)

The Role of the Teacher

205

(1)

Classification and Organization of Performance Assessments

206

(1)

The Role of Observation

206

(2)

The Role of Rubrics

208

(1)

Advantages and Disadvantages of Using Performance-Based Assessment

209

(3)

Advantages of Using Performance-Based Assessment

209

(1)

Disadvantages of Using Performance-Based Assessments

210

(2)

Developing Quality Performance Assessments

212

(1)

Summary

213

(1)

Review Questions

214

(1)

Suggested Activities

214

(1)

Key Terms

214

(1)

References

214

(4)

Part IV Using Assessment Systems

Assessment Systems: Portfolio Assessment

218

(26)

Understanding the Need for Alternative Assessment and Reporting Systems

219

(4)

Using Alternative Assessments Appropriately

220

(1)

Limitations of Letter Grades and Report Cards

220

(3)

Portfolio Assessment

223

(1)

Purposes for Portfolio Assessment

223

(1)

Organizing Portfolios

224

(5)

Types of Portfolios

224

(1)

Organizing Portfolios Using a Developmental Approach

225

(2)

Organizing Portfolios Using a Subject Area Approach

227

(2)

Setting Up Portfolios

229

(7)

Steps in Getting Started

229

(3)

Collecting and Organizing Work

232

(1)

Selecting Portfolio Assessments

232

(3)

Strategies for Developing Successful Portfolios

235

(1)

Advantages and Disadvantages of Using Portfolios to Report Student Progress

236

(4)

Developing Quality Portfolio Assessments

240

(1)

Summary

241

(1)

Review Questions

241

(1)

Suggested Activity

242

(1)

References

242

(2)

Assessment Systems: Communicating with Parents

244

(17)

Developing Parent-School Partnerships

246

(1)

Roles for Parents in the Child's Development and Learning

246

(1)

Assessment Roles of Parents of Children with Disabilities

246

(1)

Involving Parents in the Assessment Process

247

(1)

Strategies to Report Student Progress

247

(4)

Using Portfolios to Report Student Progress

247

(1)

Using Narrative Reports to Report Student Progress

248

(3)

Advantages and Disadvantages of Using Narrative Reports to Report Student Progress

251

(1)

Model Assessment and Reporting Systems

251

(3)

Project Spectrum

251

(1)

The Work Sampling System

252

(2)

The Child Observation Record

254

(1)

Communicating with Parents About Children's Progress

254

(3)

Planning for Parent Conferences

254

(1)

Parent Conferences

255

(2)

Summary: Looking to the Future

257

(1)

Review Questions

258

(1)

Suggested Activity

258

(1)

References

259

(2)

Glossary

261

(4)

A Selected Annotated Bibliography of Evaluation Instruments for Infancy and Early Childhood

265

(6)

Index

271

Assessment in Early Childhood Education

9780130193421

0130193429

Summary

Table of Contents

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Assessment in Early Childhood Education

9780130193421

0130193429

Summary

Table of Contents

Write a Review

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