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Professionalism in Assessment | |
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Assessment in Early Childhood: A Work in Progress | |
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Assessment Vocabulary | |
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Expectations of Teachers | |
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Factors Contributing to Current Practices in Assessment | |
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Professional Responsibility | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Legal, Ethical, and Professional Responsibilities in Assessment | |
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Know Federal, State, and Local Requirements Related to Assessment | |
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Ensure that Assessment Information is Accurate and Trustworthy | |
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Assess All Children Fairly | |
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Follow Professional and Ethical Guidelines | |
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Use Assessment Results in Appropriate Ways | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Assessing and Teaching | |
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Why, What, and When to Assess | |
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Assessment Decisions | |
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Why Assess? | |
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What to Assess? | |
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When to Assess? | |
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Some Final Thoughts | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Documenting: Collecting Information | |
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Multiple Windows | |
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Sources of Information | |
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Methods of Collecting Information | |
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Contexts for Assessment | |
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Choosing the Appropriate Assessment Window | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Documenting: Recording Information | |
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Description and Examples of Recording Procedures | |
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Selecting a Recording Procedure | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Compiling and Summarizing Information | |
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Portfolios | |
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Group and Individual Profiles and Summaries | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Interpreting Assessment Information | |
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Ensure the Authenticity and Trustworthiness of the Data | |
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Interpret and Understand the Meaning of Assessment Findings | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Using Assessment Information | |
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Planning Strategies | |
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Individual and Group Strategies | |
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Curriculum and Classroom Modification Strategies | |
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Examples of Using Assessment Information to Guide Instruction | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Organizing for Assessment | |
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Integrating Assessment and Teaching | |
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Developing a Plan | |
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Organizing Files and Forms | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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The Classroom and Beyond | |
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Standardized Tests: What Early Childhood Teachers Should Know | |
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The Difference between an Assessment That Has Standardized Procedures and a Standardized Test | |
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Definition of a Standardized Test | |
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Limitations and Inadequacies of Standardized Testing | |
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Types of Standardized Tests | |
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The Early Childhood Teacher's Role in Standardized Testing | |
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Standardized Instruments Used to Measure Opportunities to Learn | |
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Finding Out More about Standardized Tests | |
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Summary | |
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For Personal Reflection For Further Study and Discussion | |
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Suggested Readings | |
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Communicating and Collaborating Using Assessment Processes and Results | |
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Communicating with Children | |
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Communicating with Parents | |
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Communicating and Collaborating with Other Professionals | |
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Professional and Personal Development and Learning | |
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Summary | |
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For Personal Reflection | |
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For Further Study and Discussion | |
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Suggested Readings | |
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Assessment and Analysis Guides | |
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Developmental Red Flags for Children Ages 3 to 5 | |
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Glossary | |
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References | |
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Name Index | |
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Subject Index | |