| Description |
284 pages : illustrations ; 27 cm |
| Contents |
Part I Professionalism in Assessment -- Chapter 1 Assessment in Early Childhood: A Work in Progress 1 -- Factors Contributing to Current Changes in Assessment 2 -- Changing Concepts of the Primary Purpose of Assessment 3 -- Changing Concepts of How Children Develop and Learn 3 -- Changing Nature of School and Center Populations 3 -- Changing Educational Outcomes, Curricula, and Instructional Strategies 4 -- Mandated Testing and Assessment 5 -- Limitations and Inadequacies of Standardized Testing 5 -- Expectations of Teachers 6 -- Professional Organizations 6 -- Accountability 6 -- Working with Other Professionals 6 -- Challenges 7 -- Credibility 7 -- Feasibility 7 -- Professional Initiative and Responsibility 8 -- Chapter 2 Legal, Ethical, and Professional Responsibilities in Assessment 11 -- Know and Abide by Basic Rights, Laws, and Court Rulings 12 -- Right to Equal Protection under the Law 12 -- Right to Due Process 13 -- Right to Privacy 13 -- Major Legislation 14 -- Be Sensitive to Individual Differences 15 -- Children with Special Needs 16 -- Children at Risk 16 -- Children Who Need Challenge 16 -- Inclusive Education 16 -- Be Sensitive to Social and Cultural Differences 18 -- Cultural Differences That May Influence Assessment 19 -- Implications for Assessment 20 -- Be Fair and Impartial 22 -- Be as Objective as Possible 22 -- Ensure the Accuracy and Trustworthiness of Assessment Information 24 -- Use Assessment Results in Appropriate Ways 27 -- Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any One 27 -- Use Assessment Results for the Intended Purposes 27 -- Know and Abide by State, School District, and Center Policies 27 -- Part II Assessing and Teaching -- Chapter 3 Why, What, and When to Assess 31 -- Assessment Decisions 32 -- Why Assess? 33 -- To Determine Children's Status and Progress 33 -- To Provide Information for Classroom Planning and Decision Making 34 -- To Identify Children Who Might Benefit from Special Help 34 -- To Collect and Document Information for Reporting and Communication 35 -- What to Assess? 35 -- Major Child Growth and Development Domains 35 -- Expected Outcomes of the Program for Individual Children 36 -- Unique Patterns of Development, Knowledge, Attitudes, and Interests 38 -- Problems or Concerns about a Particular Child or Group 39 -- Practical Considerations 40 -- When to Assess? 41 -- Before School Starts 41 -- Assess Day by Day 42 -- Assess Periodically 43 -- Assess before and after a Concentrated Emphasis 43 -- Assess to Get Information about a Specific Problem or Concern 44 -- Chapter 4 Documenting: Collecting Information 48 -- Multiple Windows 49 -- Sources of Information 50 -- Child as a Source of Information 50 -- Parents and Other Adults as a Source of Information 51 -- Records as a Source of Information 51 -- Methods of Collecting Information 52 -- Observe Children Systematically 52 -- Elicit Responses from Children 53 -- Collect Work Products from Classroom Activities 58 -- Elicit Information from Parents 60 -- Contexts for Assessment 64 -- Characteristics of the Context 64 -- Examples of Contexts for Assessment 66 -- Choosing the Appropriate Assessment Window 67 -- Identify the Behavior to Be Assessed 67 -- Use Authentic Assessment Measures or Windows 68 -- Maximize the Chances of Seeing a Behavior 68 -- Use Multiple Assessment Measures or Windows 68 -- Chapter 5 Documenting: Recording Information 71 -- Description and Examples of Recording Procedures 72 -- Procedures That Describe 72 -- Procedures That Count or Tally 79 -- Procedures That Rate or Rank 86 -- Other Procedures 89 -- Selecting a Recording Procedure 90 -- Purpose of the Assessment 90 -- What Is Being Assessed 90 -- Amount of Detail Needed 90 -- Chapter 6 Compiling and Summarizing Information 95 -- Portfolios 96 -- Purposes 97 -- Basic Approaches to Portfolio Building 97 -- Selection of Content 98 -- Organization of Content 100 -- Relationship of Portfolios to Other Types of Assessment 103 -- Increasing the Information in Each Portfolio Item 103 -- Issues 109 -- Group and Individual Profiles 110 -- Description and Definition of Group Profiles 111 -- Purposes of Group Profiles 111 -- Selecting and Organizing Content of Group Profiles 114 -- Description and Definition of Individual Profiles 115 -- Purposes of Individual Profiles 115 -- Selecting and Organizing Content of Individual Profiles 116 -- Chapter 7 Interpreting Assessment Information 120 -- Ensure the Authenticity and Trustworthiness of the Data 121 -- To Determine Progress, Compare Performance at Two or More Points in Time 121 -- Work from Compilations and Summaries 121 -- Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances 121 -- Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions 122 -- Identify Areas of Concern 122 -- Interpret and Understand the Meaning of Assessment Findings 122 -- Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively 123 -- Analyze Performance as a Band or Interval within Which a Child Is Functioning 123 -- Consider the Influence of the Total Sociocultural Context on Children's Actions 125 -- Compare Evidence to Developmental or Curriculum Expectations 125 -- Analyze Information for Clues to Learning Processes and Strategies 130 -- Chapter 8 Using Assessment Information 138 -- Planning Strategies 139 -- Plan and Organize the Intended Changes 139 -- Refer to Assessment Information as You Plan 140 -- Allow Time for Reflection 140 -- Plan Ways to Meet Children's Assessed Needs 140 -- Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning 140 -- Plan for and with Other People in the Classroom 141 -- Balance What You Might Like to Do with What Is Possible 141 -- Individual and Group Strategies 141 -- For One or Two Children 142 -- For Several Children 143 -- Mixed-Age Classes 143 -- For the Entire Group 144 -- Curriculum and Classroom Modification Strategies 145 -- Allocate Time and Space in Different Ways to Achieve Different Results 145 -- Select and Arrange Materials in Response to Assessment Results 145 -- Use Any Apparent Sequence 146 -- Look at the Need for Possible Change in Procedures 147 -- Rethink and Restructure to Meet Children "Where They Are" 147 -- Examples of Using Assessment Information to Guide Instruction 147 -- Play 147 -- Large Muscle/Gross Motor Development 150 -- Small Muscle/Fine Motor Development 150 -- Memory Strategies 151 -- Chapter 9 Organizing for Assessment 155 -- Integrating Assessment and Teaching 155 -- Developing a Plan 158 -- Considerations in Planning for Assessment 158 -- Sample Assessment Plans 160 -- Using the Plan 163 -- Organizing Files and Forms 164 -- Notebooks, Files, and Portfolios 164 -- Forms 170 -- Still and Video Cameras, Audiotape Recorders, and Computers 175 -- Other Aids 177 -- Part III Classroom and Beyond -- Chapter 10 Standardized Tests: What Early Childhood Teachers Should Know 182 -- Difference between an Assessment That Has Standardized Procedures and a Standardized Test 183 -- Definition of a Standardized Test 183 -- Limitations and Inadequacies of Standardized Testing 184 -- Technical and Educational Inadequacies 184 -- Overuse and Misuse 185 -- Unsuitability for the Population 185 -- Undue Influence on Education 185 -- Types of Standardized Tests 186 -- Standardized Achievement Tests 186 -- Standardized Aptitude Tests 187 -- Standardized Screening and Diagnostic Tests 187 -- Standardized Testing in Early Childhood Classrooms Today 188 -- Early Childhood Teacher's Role in Standardized Testing 188 -- How to Find Out If a Standardized Test Is Reliable and Valid 189 -- How to Administer a Standardized Test 192 -- How to Explain Different Types of Test Scores 193 -- How to Interpret Standardized Test Results 196 -- Finding Out More about Standardized Tests 197 -- Chapter 11 Communicating and Collaborating Using Assessment Processes and Results 200 -- Communicating with Children 201 -- Communicating with Parents 201 -- Before Reporting 201 -- Ways to Report 203 -- Communicating and Collaborating with Other Professionals 211 -- Communication within the School or Center 211 -- Communication with Other Schools and Centers 212 -- Communication and Collaboration in Specialized Services 212 -- Communicating with Funding and Regulatory Agencies, Governing Boards, and Citizen Groups 217 -- Professional and Personal Development and Learning 217 -- Professional Development and Learning 217 -- Personal Development and Learning 218 -- Appendix A Assessment and Analysis Guides 220 -- Appendix B Developmental Red Flags for Children Ages 3 to 5 243 |
| Summary |
McAfee and Leong (both with the Metropolitan State College of Denver) present the third edition of this text for teachers, which contains the most current research and practical guides to integrate authentic assessment with effective teaching. The new edition includes alternative and authentic asses |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Early childhood education -- United States.
|
|
School children -- United States -- Rating of.
|
|
Educational tests and measurements -- United States.
|
|
Classroom management -- United States.
|
| Author |
Leong, Deborah.
|
| LC no. |
2001033675 |
| ISBN |
0205337171 |
|
