Assessing And Guiding Young Children's Development And Learning

by McAfee, Oralie; Leong, Deborah J.

• ISBN13: 9780205497188
• ISBN10: 0205497187
• Edition: 4th
• Format: Paperback
• Copyright: 2007-01-01
• Publisher: Allyn & Bacon

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