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Sue Clark Wortham is a Professor Emerita of Early Childhood and Elementary Education at the University of Texas at San Antonio. Prior to beginning a teaching career in higher education in 1979, she taught prekindergarten through second grade in public schools, worked as an administrator, and was a consultant at an education service center.
She has authored numerous texts, including Early Childhood and Curriculum: Developmental Bases for Learning and Teaching (5th ed., 2010), Pearson. She co-authored Play and Child Development (4th ed., 2012) with Joe Frost and Stuart Reifel, also published by Pearson. Organizational publications include Childhood 1892-2002, published by the Association for Childhood Education International, and Playgrounds for Young Children: National Survey and Perspectives, co-authored with Joe Frost and published by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD).
In 1992, she was a Fullbright Scholar in Chile. She was President of the Association for Childhood Education International (ACEI) from 1995 to 1997. Since retirement, she has become very active in the development of the Global Guidelines for Early Childhood Education and Care that resulted from an international symposium held in Ruschlikon, Switzerland, in 1999. Subsequently she has a leadership role in the development, validation, and implementation of the ACEI Global Guidelines Self-Assessment Tool adapted from the original guidelines. To date it has been used in 20 countries and has been translated into Spanish, French, Chinese, and Portuguese.
Dr. Wortham has served as Director of Educational Programs for World Children's Relief and Volunteer Organization, a small non-governmental organization (NGO) for the past four years. She is engaged in training teachers and principals in Haiti, Senegal, Burkina Faso, and Sierra Leone.
Table of Contents
Part I - Introduction to Assessment in Early Childhood
Chapter 1 An Overview of Assessment in Early Childhood
Chapter 2 How Infants and Young Children Should be Assessed
Part II — Standardized Tests
Chapter 3 How Standardized Tests are Used, Designed, and Selected
Chapter 4 Using the Reporting Standardized Test Results
Part III — Classroom Assessments
Chapter 5 Observation
Chapter 6 Checklists, Rating Scales, and Rubrics
Chapter 7 Teacher-Designed Strategies
Chapter 8 Performance-Based Strategies
Part IV — Using Assessment Systems
Chapter 9 Portfolio Assessment
Chapter 10 Communicating with Families