Assessing Young Children

by Mindes, Gayle

• ISBN13: 9780131718210
• ISBN10: 0131718215
• Edition: 3rd
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Pearson College Div

Summary

Assessing Young Childrenaddresses theory and provides illustrations of appropriate practice for prospective teachers, as well as discusses current trends for experienced teachers. It approaches assessment as an integral part of the teaching-learning process. Key components of the assessment system advocated include cultural sensitivity, parent collaboration and a vision of inclusionary practice in all early childhood environments-child care and school. This book reflects the knowledge base of early childhood and early childhood special education. For courses in Assessment in early childhood education.

Table of Contents

A Comprehensive Assessment System for Birth Through Age 8	2	(28)
The Age Span of Early Childhood	4	(1)
Matching Assessment Methods to Early Childhood Settings	5	(2)
Stakeholders in the Process	7	(1)
Defining and Creating a Comprehensive Assessment System	8	(9)
Definition of Assessment
Decisions
Methods
Ethics and Responsibilities
Current Issues in the Assessment of Young Children	17	(7)
Accountability
High-Stakes Decisions
Authentic Assessment and Portfolios
Summary	24	(6)
Developing Family Partnerships in Assessment	30	(28)
Family Partnerships in the Assessment System	31	(5)
Teachers Want to Know
Family Contribution
Crucial Importance of Family Information
Methods for Obtaining Information from Families	36	(11)
Parent Questionnaires
Behavior Problem Questionnaires
Child Development Review-Parent Questionnaire
Limitations of the Questionnaire Process
Parent Interviews
Interview Formats
Parents' Educational Programs	47	(2)
Family-Teacher Collaboration	49	(2)
Parents' Rights	51	(1)
Summary	52	(6)
Observation as the Key Method in the System	58	(40)
Observation in the Assessment System---Planning, Deciding, and Recording	59	(35)
Teachers Are Decision-Makers
Practicing Being a Better Observer
Planning for Observations
Recording Observations
Portfolios
Documentation Panels
Limitations of the Observational Method
Planning and Scheduling Observations
Summary	94	(4)
Using Basic Concepts of Measurement	98	(30)
New Paradigms in Assessment	100	(1)
Importance of Basic Concepts of Measurement for Teachers	100	(1)
Terminology	101	(3)
Raw Score
Mean
Range
Standard Deviation
Standardization and Norms	104	(4)
Different Types of Test Scores	108	(5)
Developmental Scores
Percentile Ranks
Standard Scores
Reliability	113	(4)
Validity	117	(3)
Guidelines for Test Evaluation	120	(4)
Summary	124	(4)
Testing: Choosing the Right Measure	128	(32)
Tests in the Assessment System	130	(2)
Responsible Use of Tests
Errors in Testing That Influence Results
Using Test Scores
Early Childhood Tests and Their Use	132	(5)
Four Purposes of Tests
Choosing Tests
Using Screening Tests
Diagnostic Testing	137	(6)
Teacher's Responsibility on Multidisciplinary Team
Diagnostic Curricular Measures
Individualized Educational Planning
Curriculum-Based Assessment
Coordination of Testing Programs	143	(1)
Performance Assessment	144	(12)
Formative Assessment
Systematic Collection of Information
Portfolios
Performance Problems as Measures
Link to Curriculum
Link to Individualized Education Plan
Technical Issues
Rubrics
Summary	156	(4)
Using Alternative Assessment Strategies	160	(30)
Role of Alternative Assessment Strategies in the Classroom	161	(1)
Play-Based Assessment	162	(4)
Structured Questions to Identify Student-Learning Processes	166	(3)
Task Analysis	169	(4)
Dynamic Assessment	173	(1)
Ecological Assessment	174	(2)
Functional Assessment	176	(3)
Strength-Based Assessment and Intervention	179	(1)
Curriculum-Based Language Assessment	180	(2)
Multiple Intelligences	182	(2)
Prereferral Screening	184	(1)
Summary	185	(5)
Record Keeping, Reporting, and Collaborating with Families and Others	190	(36)
Record Keeping and Reporting in the Assessment System	191	(1)
Maintaining Confidentiality of Assessment Information	192	(1)
Involving Parents in Assessment	193	(3)
Conferencing with Parents	196	(11)
Preparing Parents for the Experience
Preconference Survey to Parents
Staging Effective Conferences
Involving Young Children in Student-Led Conferences Using Portfolios Effectively at Conferences
Grading in the Early Years	207	(1)
Preparing Report Cards	207	(6)
Communicating Fairly
Common Errors
Writing Notes on Report Cards
When Families Are Clients	213	(1)
Multidisciplinary Staffing	214	(4)
Teacher Role
Reporting to Other Stakeholders	218	(3)
Summary	221	(5)
Building a Child Study	226	(32)
Child Studies in the Assessment System	227	(1)
Purposes of Child Studies	227	(2)
Elements of a Child Study	229	(1)
Conducting a Child Study to Determine Teaching or Intervention Strategies	230	(1)
Examples of Child Studies	231	(22)
Summary	253	(5)
Special Issues in Infant and Toddler Assessment	258	(26)
The Total Assessment Process of Infants and Toddlers	259	(8)
The Importance of Assessment in the First 3 Years	267	(5)
Prenatal Testing
Assessment at Birth
Principles of Child Development
Risk Factors
Unique Aspects of Infants and Toddlers	272	(2)
Principles That Guide Infant and Toddler Assessment	274	(4)
Family Involvement
Special At-Risk Populations
Ecologically and Developmentally Relevant Assessment Strategies	278	(1)
The Team Approach
The Integration of Assessment Information into Programming	279	(1)
Summary	280	(4)
Issues in Preschool Assessment	284	(28)
Preschool Assessment System Issues	285	(1)
Selection for the Preschool Program	286	(1)
Parent Convenience
Limited Enrollment Decisions
Choosing a Screening Instrument	287	(1)
Limitations of Screening Instruments
Selection of Children in Competitive Situations	288	(1)
Planning for Instruction	289	(11)
Teacher Instructional Role
Link to Philosophy
Multiple Intelligences Curriculum The Project Approach
Reggio Emilia
Collecting Assessment Information in Portfolios
Outcomes Teaching and Performance Standards
Referral for Special Services	300	(6)
Teacher Contribution to the Process
Play-Based Assessment
The Continuum of Referral
Formal Identification for Special Education
Formal Planning and Documentation
Transition to Kindergarten or First Grade	306	(2)
Articulation of Preschool/Kindergarten Goals
Summary	308	(4)
Special Issues in Primary Grades	312	(42)
Primary Assessment Systems Issues	313	(1)
Transition from Preschool	314	(1)
Assessing Teaching Level	315	(15)
Informal Evaluation
Learner Outcomes
Using National Standards to Develop Checklists
Urban and Nontraditional Learner Issues
Inclusion of Students with Disabilities
Portfolios	330	(4)
Involving Children in Portfolio Data Collection
Standards-Based Teaching	334	(7)
Achievement Testing	341	(6)
When Teachers Do Use Achievement Tests
Using Achievement Test Results
Textbook Tests	347	(1)
Individualized Academic Tests	348	(1)
Test Prep	349	(1)
Summary	349	(5)
Appendix A Self-Assessment Pretest Associated with Terms to Know	354	(5)
Appendix B Child Development Chart for Typical Development	359	(5)
Appendix C Selected Early Childhood Tests to Consider for Use in Educational and Child-Care Settings	364	(33)
Appendix D Test Evaluation Guidelines	397	(3)
Appendix E Choosing Technology and Software to Support Assessment	400	(4)
Appendix F Portfolio Template	404	(5)
Appendix G Child Interview Protocols	409	(2)
Appendix H Example Forms for Collecting Assessment Information	411	(4)
Appendix I Chicago Early Development Screening Inventory for Teachers II	415	(4)
Glossary	419	(6)
References	425	(14)
Name Index	439	(6)
Subject Index	445