Assessing and Guiding Young Children's Development and Learning

by McAfee, Oralie; Leong, Deborah

• ISBN13: 9780205337170
• ISBN10: 0205337171
• Edition: 3rd
• Format: Hardcover
• Copyright: 2002-01-01
• Publisher: Allyn & Bacon

Summary

This comprehensive guide to assessment in early childhood curriculum continues to provide the most current research and practical guides to integrate authentic assessment with effective teaching. Assessing and Guiding Young Children's Development and Learning is the only text that shows assessment as a process teachers can bring to the classroom. This book includes guides for interpreting and using assessment information once it has been collected. These guides are based on the most current research about how young children learn. It also includes constructivist approaches, as well as cultural and individual differences.

Table of Contents

Preface	xv
Part I Professionalism in Assessment
Assessment in Early Childhood: A Work in Progress	1	(10)
Factors Contributing to Current Changes in Assessment	2	(4)
Changing Concepts of the Primary Purpose of Assessment	3	(1)
Changing Concepts of How Children Develop and Learn	3	(1)
Changing Nature of School and Center Populations	3	(1)
Changing Educational Outcomes, Curricula, and Instructional Strategies	4	(1)
Mandated Testing and Assessment	5	(1)
Limitations and Inadequacies of Standardized Testing	5	(1)
Expectations of Teachers	6	(1)
Professional Organizations	6	(1)
Accountability	6	(1)
Working with Other Professionals	6	(1)
Challenges	7	(1)
Credibility	7	(1)
Feasibility	7	(1)
Professional Initiative and Responsibility	8	(1)
Summary	8	(1)
For Self-Reflection	9	(1)
For Further Study and Discussion	9	(1)
Suggested Readings	9	(2)
Legal, Ethical, and Professional Responsibilities in Assessment	11	(20)
Know and Abide by Basic Rights, Laws, and Court Rulings	12	(3)
The Right to Equal Protection under the Law	12	(1)
The Right to Due Process	13	(1)
The Right to Privacy	13	(1)
Major Legislation	14	(1)
Be Sensitive to Individual Differences	15	(3)
Children with Special Needs	16	(1)
Children at Risk	16	(1)
Children Who Need Challenge	16	(1)
Inclusive Education	16	(2)
Be Sensitive to Social and Cultural Differences	18	(4)
Cultural Differences That May Influence Assessment	19	(1)
Implications for Assessment	20	(2)
Be Fair and Impartial	22	(5)
Be as Objective as Possible	22	(2)
Ensure the Accuracy and Trustworthiness of Assessment Information	24	(3)
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	27	(1)
Know and Abide by State, School District, and Center Policies	27	(1)
Summary	28	(1)
For Self-Reflection	29	(1)
For Further Study and Discussion	29	(1)
Suggested Readings	30	(1)
Part II Assessing and Teaching
Why, What, and When to Assess	31	(17)
Assessment Decisions	32	(1)
Why Assess?	33	(2)
To Determine Children's Status and Progress	33	(1)
To Provide Information for Classroom Planning and Decision Making	34	(1)
To Identify Children Who Might Benefit from Special Help	34	(1)
To Collect and Document Information for Reporting and Communication	35	(1)
What to Assess?	35	(6)
Major Child Growth and Development Domains	35	(1)
Expected Outcomes of the Program for Individual Children	36	(2)
Unique Patterns of Development, Knowledge, Attitudes, and Interests	38	(1)
Problems or Concerns about a Particular Child or Group	39	(1)
Practical Considerations	40	(1)
When to Assess?	41	(4)
Before School Starts	41	(1)
Assess Day by Day	42	(1)
Assess Periodically	43	(1)
Assess before and after a Concentrated Emphasis	43	(1)
Assess to Get Information about a Specific Problem or Concern	44	(1)
Some Final Thoughts	45	(1)
Summary	45	(1)
For Self-Reflection	46	(1)
For Further Study and Discussion	46	(1)
Suggested Readings	47	(1)
Documenting: Collecting Information	48	(23)
Multiple Windows	49	(1)
Sources of Information	50	(2)
The Child as a Source of Information	50	(1)
Parents and Other Adults as a Source of Information	51	(1)
Records as a Source of Information	51	(1)
Methods of Collecting Information	52	(12)
Observe Children Systematically	52	(1)
Elicit Responses from Children	53	(5)
Collect Work Products from Classroom Activities	58	(2)
Elicit Information from Parents	60	(4)
Contexts for Assessment	64	(3)
Characteristics of the Context	64	(2)
Examples of Contexts for Assessment	66	(1)
Choosing the Appropriate Assessment Window	67	(1)
Identify the Behavior to Be Assessed	67	(1)
Use Authentic Assessment Measures or Windows	68	(1)
Maximize the Chances of Seeing a Behavior	68	(1)
Use Multiple Assessment Measures or Windows	68	(1)
Summary	68	(1)
For Self-Reflection	69	(1)
For Further Study and Discussion	69	(1)
Suggested Readings	70	(1)
Documenting: Recording Information	71	(24)
Description and Examples of Recording Procedures	72	(18)
Procedures That Describe	72	(7)
Procedures That Count or Tally	79	(7)
Procedures That Rate or Rank	86	(3)
Other Procedures	89	(1)
Selecting a Recording Procedure	90	(3)
Purpose of the Assessment	90	(1)
What Is Being Assessed	90	(1)
Amount of Detail Needed	90	(1)
Practical Considerations	91	(2)
Summary	93	(1)
For Self-Reflection	94	(1)
For Further Study and Discussion	94	(1)
Suggested Readings	94	(1)
Compiling and Summarizing Information	95	(25)
Portfolios	96	(14)
Description and Definition	96	(1)
Purposes	97	(1)
Basic Approaches to Portfolio Building	97	(1)
Selection of Content	98	(2)
Organization of Content	100	(3)
Relationship of Portfolios to Other Types of Assessment	103	(1)
Increasing the Information in Each Portfolio Item	103	(6)
Issues	109	(1)
Group and Individual Profiles	110	(7)
Description and Definition of Group Profiles	111	(1)
Purposes of Group Profiles	111	(3)
Selecting and Organizing Content of Group Profiles	114	(1)
Description and Definition of Individual Profiles	115	(1)
Purposes of Individual Profiles	115	(1)
Selecting and Organizing Content of Individual Profiles	116	(1)
Summary	117	(1)
For Self-Reflection	118	(1)
For Further Study and Discussion	118	(1)
Suggested Readings	118	(2)
Interpreting Assessment Information	120	(18)
Ensure the Authenticity and Trustworthiness of the Data	121	(1)
To Determine Progress, Compare Performance at Two or More Points in Time	121	(1)
Work from Compilations and Summaries	121	(1)
Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances	121	(1)
Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions	122	(1)
Identify Areas of Concern	122	(1)
Interpret and Understand the Meaning of Assessment Findings	122	(13)
Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively	123	(1)
Analyze Performance as a Band or Interval within Which a Child Is Functioning	123	(2)
Consider the Influence of the Total Sociocultural Context on Children's Actions	125	(1)
Compare Evidence to Developmental or Curriculum Expectations	125	(5)
Analyze Information for Clues to Learning Processes and Strategies	130	(5)
Summary	135	(1)
For Self-Reflection	136	(1)
For Further Study and Discussion	136	(1)
Suggested Readings	137	(1)
Using Assessment Information	138	(17)
Planning Strategies	139	(2)
Plan and Organize the Intended Changes	139	(1)
Refer to Assessment Information as You Plan	140	(1)
Allow Time for Reflection	140	(1)
Plan Ways to Meet Children's Assessed Needs	140	(1)
Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning	140	(1)
Plan for and with Other People in the Classroom	141	(1)
Balance What You Might Like to Do with What Is Possible	141	(1)
Individual and Group Strategies	141	(4)
For One or Two Children	142	(1)
For Several Children	143	(1)
Mixed-Age Classes	143	(1)
For the Entire Group	144	(1)
Curriculum and Classroom Modification Strategies	145	(2)
Allocate Time and Space in Different Ways to Achieve Different Results	145	(1)
Select and Arrange Materials in Response to Assessment Results	145	(1)
Use Any Apparent Sequence	146	(1)
Look at the Need for Possible Change in Procedures	147	(1)
Rethink and Restructure to Meet Children ``Where They Are''	147	(1)
Examples of Using Assessment Information to Guide Instruction	147	(6)
Play	147	(3)
Large Muscle/Gross Motor Development	150	(1)
Small Muscle/Fine Motor Development	150	(1)
Memory Strategies	151	(2)
Summary	153	(1)
For Self-Reflection	153	(1)
For Further Study and Discussion	153	(1)
Suggested Readings	154	(1)
Organizing for Assessment	155	(27)
Integrating Assessment and Teaching	155	(3)
General Guidelines	156	(2)
Developing a Plan	158	(6)
Considerations in Planning for Assessment	158	(2)
Sample Assessment Plans	160	(3)
Using the Plan	163	(1)
Organizing Files and Forms	164	(16)
Notebooks, Files, and Portfolios	164	(6)
Forms	170	(5)
Still and Video Cameras, Audiotape Recorders, and Computers	175	(2)
Other Aids	177	(3)
Summary	180	(1)
For Self-Reflection	180	(1)
For Further Study and Discussion	180	(1)
Suggested Readings	181	(1)
Part III The Classroom and Beyond
Standardized Tests: What Early Childhood Teachers Should Know	182	(18)
The Difference between an Assessment That Has Standardized Procedures and a Standardized Test	183	(1)
Definition of a Standardized Test	183	(1)
Limitations and Inadequacies of Standardized Testing	184	(2)
Technical and Educational Inadequacies	184	(1)
Overuse and Misuse	185	(1)
Unsuitability for the Population	185	(1)
Undue Influence on Education	185	(1)
Types of Standardized Tests	186	(2)
Standardized Achievement Tests	186	(1)
Standardized Aptitude Tests	187	(1)
Standardized Screening and Diagnostic Tests	187	(1)
Standardized Testing in Early Childhood Classrooms Today	188	(1)
The Early Childhood Teacher's Role in Standardized Testing	188	(9)
How to Find Out If a Standardized Test Is Reliable and Valid	189	(3)
How to Administer a Standardized Test	192	(1)
How to Explain Different Types of Test Scores	193	(3)
How to Interpret Standardized Test Results	196	(1)
Finding Out More about Standardized Tests	197	(1)
Summary	197	(1)
For Self-Reflection	198	(1)
For Further Study and Discussion	198	(1)
Suggested Readings	199	(1)
Communicating and Collaborating Using Assessment Processes and Results	200	(20)
Communicating with Children	201	(1)
Communicating with Parents	201	(10)
Before Reporting	201	(2)
Ways to Report	203	(8)
Communicating and Collaborating with Other Professionals	211	(6)
Communication within the School or Center	211	(1)
Communication with Other Schools and Centers	212	(1)
Communication and Collaboration in Specialized Services	212	(5)
Communicating with Funding and Regulatory Agencies, Governing Boards, and Citizen Groups	217	(1)
Professional and Personal Development and Learning	217	(1)
Professional Development and Learning	217	(1)
Personal Development and Learning	218	(1)
Summary	218	(1)
For Self-Reflection	219	(1)
For Further Study and Discussion	219	(1)
Suggested Readings	219	(1)
Appendix A Assessment and Analysis Guides	220	(23)
Appendix B Developmental Red Flags for Children Ages 3 to 5	243	(8)
Glossary	251	(4)
References	255	(16)
Name Index	271	(4)
Subject Index	275