CART

(0) items

Assessing And Guiding Young Children's Development And Learning,9780205497188

Assessing And Guiding Young Children's Development And Learning

by ;
Edition:
4th
ISBN13:

9780205497188

ISBN10:
0205497187
Format:
Paperback
Pub. Date:
1/1/2007
Publisher(s):
Allyn & Bacon
List Price: $78.67

Buy Used Textbook

(Recommended)
Usually Ships in 2-3 Business Days
U9780205497188
$55.07

Rent Textbook

We're Sorry
Sold Out

eTextbook

We're Sorry
Not Available

New Textbook

We're Sorry
Sold Out

More New and Used
from Private Sellers
Starting at $5.13
See Prices

Questions About This Book?

What version or edition is this?
This is the 4th edition with a publication date of 1/1/2007.
What is included with this book?
  • The Used copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included.

Related Products


  • Assessing and Guiding Young Children's Development and Learning
    Assessing and Guiding Young Children's Development and Learning
  • Assessing and Guiding Young Children's Development and Learning
    Assessing and Guiding Young Children's Development and Learning




Summary

This comprehensive guide to assessment in early childhood continues to provide the most current research, best thinking, and practical guidance to integrate assessment with effective teaching. Assessing and Guiding Young Childrenrs"s Development and Learning is the only book that shows assessment as a process teachers can use to improve teaching and ensure student learning. It incorporates current trends in assessment with examples and approaches being used in early childhood classrooms. The book includes guides for interpreting and using assessment information once it has been collected. The assessment strategies presented are compatible with all approaches to educating young children. The social, cultural, legal, and ethical context of assessment and its implications for teachers and teaching are realistically presented.

Table of Contents

Preface xi
About the Authors xvii
Part I Professionalism in Assessment
Assessment in Early Childhood: A Work in Progress
1(10)
Assessment Vocabulary
2(1)
Expectations of Teachers
3(3)
Professional Organizations
3(1)
Parents, Policy Makers, and the General Public
4(1)
Other Professionals
5(1)
Factors Contributing to Current Practices in Assessment
6(2)
Mandated Testing and Assessment
6(1)
The Diversity of Children and Families
6(1)
Concepts about Children's Development and Learning
7(1)
Limitations and Inadequacies of Standardized Testing
8(1)
Professional Responsibility
8(1)
Summary
9(1)
For Personal Reflection
9(1)
For Further Study and Discussion
10(1)
Suggested Readings
10(1)
Legal, Ethical, and Professional Responsibilities in Assessment
11(21)
Know Federal and State Laws That Mandate Assessment
12(1)
No Child Left Behind
12(1)
Head Start and Other Federally Funded Prekindergarten Programs
13(1)
State Laws and Regulations
13(1)
Protect Child and Family Rights
13(3)
The Right to Equal Protection under the Law
13(1)
The Right to Due Process
14(1)
The Right to Privacy
14(1)
Major Legislation
15(1)
Be Sensitive to Individual Differences
16(2)
Children with Special Needs
16(1)
Children at Risk
17(1)
Children Who Need Challenge
18(1)
Inclusive Education
18(1)
Be Sensitive to Linguistic, Social, and Cultural Differences
18(4)
Cultural Differences That May Influence Assessment
20(1)
Implications for Assessment
21(1)
Be Fair and Impartial
22(5)
Be as Objective as Possible
23(2)
Ensure the Accuracy and Trustworthiness of Assessment Information
25(2)
Use Assessment Results in Appropriate Ways
27(1)
Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any One
27(1)
Use Assessment Results for the Intended Purposes
28(1)
Know and Abide by State, School District, and Center Policies
28(1)
Summary
28(2)
For Personal Reflection
30(1)
For Further Study and Discussion
30(1)
Suggested Readings
31(1)
Part II Assessing and Teaching
Why, What, and When to Assess
32(18)
Assessment Decisions
33(1)
Why Assess?
34(2)
To Monitor Children's Development and Learning
34(1)
To Guide Classroom Planning and Decision Making
35(1)
To Identify Children Who Might Benefit from Special Help
35(1)
To Report to and Communicate with Others
35(1)
What to Assess?
36(7)
Major Child Growth and Development Domains
36(1)
Expected Outcomes of the Program for Individual Children
36(4)
Unique Patterns of Development, Knowledge, Attitudes, and Interests
40(1)
Problems or Concerns about a Particular Child or Group
40(2)
Practical Considerations
42(1)
When to Assess?
43(4)
Before the School Year Starts
43(1)
Assess to Fulfill Requirements
44(1)
Assess Day by Day
44(1)
Assess Periodically
45(1)
Assess Before and After a Concentrated Emphasis
46(1)
Assess to Get Information about a Specific Problem or Concern
46(1)
Some Final Thoughts
47(1)
Summary
47(1)
For Personal Reflection
48(1)
For Further Study and Discussion
48(1)
Suggested Readings
49(1)
Documenting: Collecting Information
50(25)
Multiple Windows
51(1)
Sources of Information
52(2)
The Child as a Source of Information
52(1)
Parents and Other Adults as a Source of Information
53(1)
Records as a Source of Information
53(1)
Methods of Collecting Information
54(12)
Observe Children Systematically
54(1)
Elicit Responses from Children
55(5)
Collect Work Products from Classroom Activities
60(2)
Elicit Information from Parents
62(4)
Contexts for Assessment
66(3)
Characteristics of the Context
66(2)
Examples of Contexts for Assessment
68(1)
Choosing the Appropriate Assessment Window
69(4)
Identify the Behavior to Be Assessed
69(1)
Use Authentic Assessment Measures or Windows
70(1)
Maximize the Chances of Seeing a Behavior
70(1)
Use Multiple Assessment Measures or Windows
70(3)
Summary
73(1)
For Personal Reflection
74(1)
For Further Study and Discussion
74(1)
Suggested Readings
74(1)
Documenting: Recording Information
75(24)
Description and Examples of Recording Procedures
76(18)
Procedures That Describe
76(7)
Procedures That Count or Tally
83(7)
Procedures That Rate or Rank
90(3)
Other Procedures
93(1)
Selecting a Recording Procedure
94(3)
Purpose of the Assessment
94(1)
What Is Being Assessed
94(1)
Amount of Detail Needed
94(1)
Practical Considerations
95(2)
Summary
97(1)
For Personal Reflection
97(1)
For Further Study and Discussion
98(1)
Suggested Readings
98(1)
Compiling and Summarizing Information
99(25)
Portfolios
100(13)
Description and Definition
100(1)
Purposes
101(1)
Basic Approaches to Portfolio Building
101(1)
Selection of Content
102(2)
Organization of Content
104(3)
Relationship of Portfolios to Other Types of Assessment
107(1)
Increasing the Information in Each Portfolio Item
107(6)
The Place of Technology
113(1)
Group and Individual Profiles and Summaries
113(9)
Published Summary Forms
114(2)
Description and Definition of Group Profiles
116(1)
Purposes of Group Profiles
117(1)
Guides for Selecting and Organizing Content of Group Profiles
118(2)
Description and Definition of Individual Profiles
120(1)
Purposes of Individual Profiles
120(1)
Guides for Selecting and Organizing Content of Individual Profiles
120(2)
Summary
122(1)
For Personal Reflection
122(1)
For Further Study and Discussion
123(1)
Suggested Readings
123(1)
Interpreting Assessment Information
124(18)
Ensure the Authenticity and Trustworthiness of the Data
125(1)
To Determine Progress, Compare Performance at Two or More Points in Time
125(1)
Work from Compilations and Summaries
125(1)
Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances
125(1)
Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions
126(1)
Identify Areas of Concern
126(1)
Interpret and Understand the Meaning of Assessment Findings
126(13)
Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively
127(1)
Analyze Performance as a Band or Interval within Which a Child Is Functioning
127(2)
Consider the Influence of the Total Sociocultural Context on Children's Actions
129(1)
Compare Evidence to Developmental or Curriculum Expectations
130(5)
Analyze Information for Clues to Learning Processes and Strategies
135(4)
Summary
139(1)
For Personal Reflection
140(1)
For Further Study and Discussion
140(1)
Suggested Readings
141(1)
Using Assessment Information
142(17)
Planning Strategies
143(2)
Plan and Organize the Intended Changes
143(1)
Refer to Assessment Information as You Plan
143(1)
Allow Time for Reflection
144(1)
Plan Ways to Meet Children's Assessed Needs
144(1)
Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning
144(1)
Plan for and with Other People in the Classroom
144(1)
Balance What You Might Like to Do with What Is Possible
145(1)
Individual and Group Strategies
145(4)
For One or Two Children
146(1)
For Several Children
147(1)
Mixed-Age Classes
147(1)
For the Entire Group
148(1)
Curriculum and Classroom Modification Strategies
149(2)
Allocate Time and Space in Different Ways to Achieve Different Results
149(1)
Select and Arrange Materials in Response to Assessment Results
149(1)
Use Any Apparent Sequence
150(1)
Look at the Need for Possible Change in Procedures
151(1)
Rethink and Restructure to Meet Children ``Where They Are''
151(1)
Examples of Using Assessment Information to Guide Instruction
151(6)
Play
151(3)
Small Muscle/Fine Motor Development
154(1)
Early Literacy Development
154(3)
Summary
157(1)
For Personal Reflection
157(1)
For Further Study and Discussion
157(1)
Suggested Readings
158(1)
Organizing for Assessment
159(21)
Integrating Assessment and Teaching
159(3)
General Guidelines
160(2)
Developing a Plan
162(3)
Considerations in Planning for Assessment
162(2)
Sample Assessment Plans
164(1)
Using the Plan
165(1)
Organizing Files and Forms
165(13)
Notebooks, Files, and Portfolios
166(2)
Forms
168(7)
Other Aids
175(3)
Summary
178(1)
For Personal Reflection
179(1)
For Further Study and Discussion
179(1)
Suggested Readings
179(1)
Part III The Classroom and Beyond
Standardized Tests: What Early Childhood Teachers Should Know
180(18)
The Difference between an Assessment That Has Standardized Procedures and a Standardized Test
181(1)
Definition of a Standardized Test
181(1)
Limitations and Inadequacies of Standardized Testing
182(2)
Technical and Educational Inadequacies
182(1)
Overuse and Misuse
183(1)
Unsuitability for the Population
183(1)
Undue Influence on Education
184(1)
Types of Standardized Tests
184(2)
Standardized Achievement Tests
185(1)
Standardized Aptitude Tests
185(1)
Standardized Screening and Diagnostic Tests
186(1)
The Early Childhood Teacher's Role in Standardized Testing
186(9)
How to Find Out if a Standardized Test Is Reliable and Valid
187(3)
How to Administer a Standardized Test
190(1)
How to Explain Different Types of Test Scores
191(3)
How to Interpret Standardized Test Results
194(1)
Standardized Instruments Used to Measure Opportunities to Learn
195(1)
Finding Out More about Standardized Tests
196(1)
Summary
196(1)
For Personal Reflection
196(1)
For Further Study and Discussion
197(1)
Suggested Readings
197(1)
Communicating and Collaborating Using Assessment Processes and Results
198(21)
Communicating with Children
199(1)
Communicating with Parents
199(11)
Before Reporting
199(2)
Ways to Report
201(9)
Communicating and Collaborating with Other Professionals
210(6)
Communication within the School or Center
210(1)
Communication with Other Schools and Centers
210(1)
Communication and Collaboration in Specialized Services
211(5)
Professional and Personal Development and Learning
216(1)
Professional Development and Learning
216(1)
Personal Development and Learning
216(1)
Summary
216(1)
For Personal Reflection
217(1)
For Further Study and Discussion
217(1)
Suggested Readings
218(1)
Appendix A Assessment and Analysis Guides 219(25)
Appendix B Developmental Red Flags for Children Ages 3 to 5 244(7)
Glossary 251(4)
References 255(19)
Name Index 274(3)
Subject Index 277


Please wait while the item is added to your cart...