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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 | |