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Assessing Young Children,9780131718210

Assessing Young Children

by
Edition:
3rd
ISBN13:

9780131718210

ISBN10:
0131718215
Format:
Paperback
Pub. Date:
1/1/2007
Publisher(s):
Pearson College Div
List Price: $75.00

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This is the 3rd edition with a publication date of 1/1/2007.
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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


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