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Alternative Approaches to Assessing Young Children,9781557664983

Alternative Approaches to Assessing Young Children

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Edition:
1st
ISBN13:

9781557664983

ISBN10:
1557664986
Format:
Paperback
Pub. Date:
3/1/2001
Publisher(s):
Brookes Publishing Company
List Price: $42.61

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This is the 1st edition with a publication date of 3/1/2001.
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Summary

Are you looking for ways to meet the needs of young children who are culturally, linguistically, or developmentally diverse? Do you find traditional assessment methods too confining to accurately assess the needs of all your students? Discover which form of assessment is right for you in this groundbreaking book from the experts! You'll take an in-depth look at six alternative assessment methods such as naturalistic focused performance portfolio dynamic curriculum-based language In each chapter, you'll explore one of these methods and find a detailed description of the approach, a summary of advantages and limitations, specific guidelines for implementation, suggestions for working in inclusive environments, and samples of data collection forms. With this book's innovative strategies, you'll be able to build on your existing traditional assessment skills and provide more comprehensive assessments for young children and their families!

Author Biography

Angela Losardo is Associate Professor in the Department of Language, Reading, and Exceptionalities at Appalachian State University in Boone, North Carolina.

Table of Contents

About the Authors ix
Foreword xi
Diane Bricker
Preface xv
For the Course Companion Web Site User xvii
Acknowledgments xix
Historical Perspectives on Alternative Assessment
1(12)
Importance of Theoretical Frameworks
2(1)
Historical Perspective
3(5)
Traditional Models of Child Development: Nature versus Nurture
4(1)
Beginning of Integration
5(1)
Toward a More Comprehensive Approach: Social-Constructivist Model
6(2)
An Integrated Unified Model: Systems Perspective
8(2)
Broad Ecological Approach
9(1)
Conclusion
10(2)
Review Questions
12(1)
Traditional and Contemporary Assessment Models
13(14)
Definitions and Terminology
14(1)
Assessment Approaches and Tools
14(2)
Formal Assessments
15(1)
Nonformal Assessments
15(1)
Types of Assessment
16(1)
Norm-Referenced Assessment
16(1)
Criterion-Referenced Assessment
16(1)
Purposes of Assessment
17(1)
Limitations of Traditional Approaches
18(5)
Complexity and Holistic Nature of Development
19(3)
Role of Context and Culture on Learning
22(1)
Framework for Alternative Assessment Models
23(2)
Conclusion
25(1)
Review Questions
26(1)
Naturalistic Assessment
27(22)
Theoretical Framework
29(1)
Models and Applications
30(4)
Advantages and Limitations
34(4)
Advantages
37(1)
Limitations
37(1)
Guidelines for Implementation
38(5)
Suggestions for Practitioners in Inclusive Environments
43(2)
Initial Assessment
44(1)
Goal Development
44(1)
Intervention
45(1)
Evaluation
45(1)
Conclusion
45(2)
Review Questions
47(2)
Focused Assessment
49(22)
Contexts for Assessment
51(4)
Collecting Data
55(4)
Play-Based Assessments
58(1)
Theoretical Framework
59(2)
Clinical Approach
59(1)
Developmental Theory
60(1)
Transdisciplinary Approach
60(1)
Models and Applications
61(2)
Play-Based Assessments
62(1)
Advantages and Limitations
63(1)
Advantages
63(1)
Limitations
64(1)
Guidelines for Implementation
64(1)
Suggestions for Practitioners in Inclusive Environments
65(3)
Initial Assessment
66(1)
Goal Development
66(1)
Intervention
66(1)
Evaluation
66(2)
Conclusion
68(1)
Review Questions
69(2)
Performance Assessment
71(22)
Theoretical Framework
81(1)
Social-Constructivist Approach
81(1)
Ecological Approach
81(1)
Models and Applications
82(4)
Advantages and Limitations
86(2)
Advantages
86(1)
Limitations
87(1)
Guidelines for Implementation
88(1)
Suggestions for Practitioners in Inclusive Environments
89(2)
Initial Assessment
90(1)
Goal Development
90(1)
Intervention
90(1)
Evaluation
90(1)
Conclusion
91(1)
Review Questions
92(1)
Portfolio Assessment
93(24)
Theoretical Framework
100(1)
Ecological Approach
101(1)
Social-Constructivist Approach
101(1)
Models and Applications
101(4)
Criteria for Selecting and Evaluating Content
102(2)
Child Participation
104(1)
Advantages and Limitations
105(3)
Advantages
105(2)
Limitations
107(1)
Guidelines for Implementation
108(3)
Suggestions for Practitioners in Inclusive Environments
111(3)
Initial Assessment
111(1)
Goal Development
112(1)
Intervention
113(1)
Evaluation
113(1)
Conclusion
114(1)
Review Questions
115(2)
Dynamic Assessment
117(32)
Cognitive and Metacognitive Processes
120(1)
Self-Regulation and Socioemotional Processes
121(2)
Theoretical Framework
123(1)
Models and Applications
123(10)
Dynamic Assessment and Scaffolding Models
124(2)
Mediated Learning Approaches
126(6)
Early Self-Regulation and Neurobehavioral Facilitation
132(1)
Advantages and Limitations
133(3)
Advantages
133(2)
Limitations
135(1)
Guidelines for Implementation
136(3)
Suggestions for Practitioners in Inclusive Environments
139(7)
Initial Assessment
139(1)
Goal Development
139(1)
Intervention
139(1)
Evaluation
140(6)
Conclusion
146(2)
Review Questions
148(1)
Curriculum-Based Language Assessment
149(16)
Theoretical Framework
154(1)
Models and Applications
155(2)
Advantages and Limitations
157(1)
Advantages
157(1)
Limitations
158(1)
Guidelines for Implementation
158(1)
Suggestions for Practitioners in Inclusive Environments
159(3)
Initial Assessment
159(1)
Goal Development
159(2)
Intervention
161(1)
Evaluation
162(1)
Conclusion
162(2)
Review Questions
164(1)
Transdisciplinary Framework
165(18)
Summary of Alternative Assessment Approaches
168(3)
Rationale for a Transdisciplinary Framework
171(1)
Models and Applications
172(2)
System to Plan Early Childhood Services
173(1)
Primary Language Record
173(1)
Barriers to Implementation
174(1)
Advantages and Limitations
175(3)
Advantages
176(1)
Limitations
177(1)
Guidelines for Implementation
178(1)
Conclusion
179(2)
Review Questions
181(2)
Future Directions
183(10)
Major Themes
184(2)
Holistic View of Child Development
184(1)
Role of Context and Culture
185(1)
Caregiver Involvement in the Assessment Process
185(1)
Using a Transdisciplinary Framework
185(1)
Using a Multidimensional Approach
186(1)
Guidelines for Assessing Children from Diverse Cultural and Linguistic Backgrounds
186(3)
Alternative Assessment Approaches
188(1)
Assessment Process
188(1)
Future Directions for Alternative Assessment
189(3)
Review Questions
192(1)
References 193(14)
Glossary 207(6)
Data Collection Sheets 213(26)
Index 239


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