| |
| |
| |
| A Comprehensive Assessment System for Birth Through Age 8 | |
| |
| |
| The Age Span of Early Childhood | |
| |
| |
| Matching Assessment Methods to Early Childhood Settings | |
| |
| |
| Stakeholders in the Process | |
| |
| |
| Defining and Creating a Comprehensive Assessment System | |
| |
| |
| Current Issues in the Assessment of Young Children | |
| |
| |
| Summary | |
| |
| |
| |
| Developing Family Partnerships in Assessment | |
| |
| |
| Family Partnerships in the Assessment System | |
| |
| |
| Methods for Obtaining Information from Families | |
| |
| |
| Parents' Educational Programs | |
| |
| |
| Family Teacher Collaboration | |
| |
| |
| Parents' Rights | |
| |
| |
| Summary | |
| |
| |
| |
| Observation as the Key Method in the System | |
| |
| |
| Observation in the Assessment System���Planning, Deciding, and Recording | |
| |
| |
| Summary | |
| |
| |
| |
| Using Basic Concepts of Measurement | |
| |
| |
| New Paradigms in Assessment | |
| |
| |
| Importance of Basic Concepts of Measurement for Teachers | |
| |
| |
| Terminology | |
| |
| |
| Standardization and Norms | |
| |
| |
| Different Types of Test Scores | |
| |
| |
| Reliability | |
| |
| |
| Validity | |
| |
| |
| Guidelines for Test Evaluation | |
| |
| |
| Summary | |
| |
| |
| |
| Chapter 1 Highlightsing: Choosing the Right Measure | |
| |
| |
| Tests in the Assessment System | |
| |
| |
| Early Childhood Tests and Their Use | |
| |
| |
| Diagnostic Testing | |
| |
| |
| Coordination of Testing Programs | |
| |
| |
| Performance Assessment | |
| |
| |
| Summary | |
| |
| |
| |
| Using Alternative Assessment Strategies | |
| |
| |
| Role of Alternative Assessment Strategies in the Classroom | |
| |
| |
| Play-Based Assessment | |
| |
| |
| Structured Questions to Identify Student-Learning Processes | |
| |
| |
| Task Analysis | |
| |
| |
| Dynamic Assessment | |
| |
| |
| Ecological Assessment | |
| |
| |
| Functional Assessment | |
| |
| |
| Strength-Based Assessment and Intervention | |
| |
| |
| Curriculum-Based Language Assessment | |
| |
| |
| Multiple Intelligences | |
| |
| |
| Response to Intervention (RTI) | |
| |
| |
| Prereferral Screening | |
| |
| |
| Summary | |
| |
| |
| |
| Record Keeping, Reporting, and Collaborating with Families and Others | |
| |
| |
| Record Keeping and Reporting in the Assessment System | |
| |
| |
| Maintaining Confidentiality of Assessment Information | |
| |
| |
| Involving Parents in Assessment | |
| |
| |
| Conferencing with Parents | |
| |
| |
| Grading in the Early Years | |
| |
| |
| Preparing Report Cards | |
| |
| |
| When Families Are Clients | |
| |
| |
| Multidisciplinary Staffing | |
| |
| |
| Reporting to Other Stakeholders | |
| |
| |
| Summary | |
| |
| |
| |
| Building a Child Study | |
| |
| |
| Child Studies in the Assessment System | |
| |
| |
| Purposes of Child Studies | |
| |
| |
| Elements of a Child Study | |
| |
| |
| Conducting a Child Study to Determine Teaching or Intervention Strategies | |
| |
| |
| Examples of Child Studies | |
| |
| |
| Summary | |
| |
| |
| |
| Special Issues in Infant and Toddler Assessment | |
| |
| |
| The Total Assessment Process of Infants and Toddlers | |
| |
| |
| The Importance of Assessment in the First 3 Years | |
| |
| |
| Unique Aspects of Infants and Toddlers | |
| |
| |
| Principles That Guide Infant and Toddler Assessmen | |
| |
| |
| Ecologically and Developmentally Relevant Assessment Strategies | |
| |
| |
| The Integration of Assessment Information into Programming | |
| |
| |
| Documenting Infant/Toddler Progress In Typical Care Situations | |
| |
| |
| Summary | |
| |
| |
| |
| Issues in Preschool Assessment | |
| |
| |
| Preschool Assessment System Issues | |
| |
| |
| Selection for the Preschool Program | |
| |
| |
| Choosing a Screening Instrument | |
| |
| |
| Planning for Instruction | |
| |
| |
| Referral for Special Services | |
| |
| |
| Transition to Kindergarten or First Grade | |
| |
| |
| Summary | |
| |
| |
| |
| Special Issues in Primary Grades | |
| |
| |
| Primary Assessment Systems Issues | |
| |
| |
| Transition from Preschool | |
| |
| |
| Assessing Teaching Level | |
| |
| |
| Performance Assessment with Technology | |
| |
| |
| Portfolios | |
| |
| |
| Standards-Based Teaching | |
| |
| |
| Achievement Testing | |
| |
| |
| Textbook Tests | |
| |
| |
| Individualized Academic Tests | |
| |
| |
| Test Prep | |
| |
| |
| Summary | |
| |
| |
| |
| Self-Assessment Pretest Associated with Terms to Know | |
| |
| |
| |
| Child Development Chart for Typical Development | |
| |
| |
| |
| Selected Early Childhood Tests to Consider for Use in Educational and Child-Care Settings | |
| |
| |
| |
| Test Evaluation Guidelines | |
| |
| |
| |
| Choosing Technology and Software to Support Assessment | |
| |
| |
| |
| Portfolio Template | |
| |
| |
| |
| Child Interview Protocols | |
| |
| |
| |
| Example Forms for Collecting Assessment Information | |
| |
| |
| |
| Chicago Early Development Screening Inventory for Teachers II | |
| |
| |
| |
| Websites that Address Assessment For Teachers of Young Children | |
| |
| |
| |
| Assessment Bibliography for Kindergarten and Primary Teachers | |