Assessment in Early Childhood Education

by Wortham, Sue C.

• ISBN13: 9780130193421
• ISBN10: 0130193429
• Edition: 3rd
• Format: Paperback
• Copyright: 2001-01-01
• Publisher: Pearson College Div

Summary

For Early Childhood Assessment and Early Childhood Tests and Measurement courses. This user-friendly core text discusses assessment in terms that are understandable for pre-service and in-service teachers. Its strong coverage of traditional assessment vehicles is apparent in its comprehensive treatment of standardized tests. Non-traditional vehicles are also thoroughly examined in several chapters on informal evaluation methods. The approach of this edition supports the development of an assessment system that includes both traditional and authentic assessment strategies in a comprehensive plan.

Table of Contents

Part I Introduction to Assessment in Early Childhood	1	(260)
An Overview of Assessment in Early Childhood	2	(18)
Understanding Assessment in Infancy and Early Childhood	3	(2)
The Evolution of Assessment of Young Children	5	(6)
The Child Study Movement	6	(1)
Standardized Tests	7	(1)
Head Start and the War on Poverty	8	(1)
Legislation for Young Children with Disabilities	8	(3)
Current Issues and Trends in Assessment in Early Childhood Education	11	(3)
Concerns About Testing Young Children in Public School Settings	11	(1)
Concerns About Testing Young Children with Cultural and Language Differences	12	(1)
Concerns About Testing Young Children with Disabilities	13	(1)
Authentic and Performance Assessment	13	(1)
An Overview of Topics Covered in This Book	14	(2)
Summary	16	(1)
Review Questions	16	(1)
Suggested Activity	17	(1)
Key Terms	17	(1)
References	17	(3)
How Infants and Young Children Should Be Assessed	20	(20)
Entering a New Century: What Assessment Should Do	21	(3)
Principles for Assessment	22	(1)
Principles for Early Childhood Assessments	23	(1)
How Infants and Young Children Are Assessed	24	(6)
Developing a Comprehensive System of Assessment	30	(2)
Components of an Assessment System	30	(2)
Using Assessment Results	32	(2)
Using Assessment Results to Plan for Instruction	33	(1)
Using Assessment Results to Report Progress	33	(1)
Using Assessment Results to Evaluate the Instructional Program	33	(1)
Assessment of Young Children: The Process	34	(1)
Assessment at the Beginning of the School Year	34	(1)
Ongoing Assessment	34	(1)
Assessment at the End of Reporting Periods	34	(1)
Assessment at the End of the School Year	35	(1)
Working with Young Children in an Assessment Setting	35	(1)
Summary	36	(1)
Review Questions	37	(1)
Suggested Activities	37	(1)
Key Terms	37	(1)
References	38	(2)
Part II Standardized Tests
Standardized Tests: How They Are Used, Designed, and Selected	40	(28)
How Standardized Tests Are Used with Infants and Young Children	41	(7)
Types of Standardized Tests	41	(7)
Steps in Standardized Test Design	48	(8)
Specifying the Purpose of the Test	51	(1)
Determining Test Format	51	(1)
Developing Experimental Forms	52	(1)
Assembling the Test	53	(1)
Standardizing the Test	53	(1)
Developing the Test Manual	54	(1)
Validity and Reliability	54	(2)
Standard Error of Measurement	56	(1)
Interpreting Test Scores	56	(3)
The Normal Curve	56	(1)
Standard Deviations	57	(1)
Percentile Ranks and Stanines	58	(1)
Z Scores and T Scores	59	(1)
Considerations in Choosing and Evaluating Tests	59	(3)
Summary	62	(1)
Review Questions	63	(1)
Suggested Activities	63	(1)
Key Terms	63	(1)
References	64	(4)
Standardized Tests: Using and Reporting Standardized Test Results	68	(32)
Uses of Norm-Referenced and Criterion-Referenced Tests	70	(7)
Distinctions Between Norm-Referenced and Criterion-Referenced Tests	70	(2)
Uses of Norm-Referenced Tests with Preschool Children	72	(1)
Uses of Norm-Referenced Tests with School-Aged Children	72	(1)
Uses of Criterion-Referenced Tests with Preschool Children	73	(1)
Uses of Criterion-Referenced Tests with School-Aged Children	73	(4)
Reporting Standardized Test Results	77	(3)
Individual Test Record	77	(1)
Norm-Referenced and Criterion-Referenced Scores	77	(3)
Class Reports	80	(1)
School and District Reports	80	(1)
Reporting Test Results to Parents	80	(5)
Grade Equivalents	81	(1)
Percentile Ranks	81	(1)
Stanines	82	(3)
Reporting Achievement on Criterion-Referenced Objectives	85	(1)
Advantages and Disadvantages of Standardized Tests	85	(5)
Advantages of Standardized Tests	85	(1)
Disadvantages of Standardized Tests	86	(4)
Limitations in Using Standardized Test Results with Young Children	90	(5)
Concerns About Validity and Reliability	91	(1)
Difficulties in Administering Tests to Young Children	92	(1)
Misapplication of Test Results	93	(1)
The Need for Improvements in Standardized Tests	94	(1)
Summary	95	(1)
Review Questions	95	(1)
Suggested Activities	96	(1)
Key Terms	96	(1)
References	96	(4)
Part III Informal Assessments
Informal Assessments: Observation	100	(30)
Uses of Teacher Assessment Strategies	101	(2)
Placement Evaluation	102	(1)
Diagnostic Evaluation and Instructional Planning	102	(1)
Formative and Summative Evaluation	102	(1)
Advantages of Using Informal Assessments	103	(2)
Disadvantages of Using Informal Assessments	105	(2)
Purposes of Observation	107	(3)
Understanding Children's Behavior	107	(1)
Evaluating Children's Development	108	(1)
Assessing Progress in Learning	109	(1)
Types of Observation	110	(6)
Anecdotal Record	110	(1)
Running Record	110	(1)
Specimen Record	111	(3)
Time Sampling	114	(1)
Event Sampling	114	(1)
Checklists and Rating Scales	115	(1)
Audiotapes and Videotapes	116	(1)
Observing Development	116	(6)
Physical Development	118	(1)
Social and Emotional Development	119	(1)
Cognitive Development	120	(1)
Language Development	121	(1)
Advantages and Disadvantages of Using Observation for Evaluation	122	(1)
Observation Guidelines	123	(3)
Determining the Observation Site	123	(1)
Observer Behaviors During the Observation Visit	124	(1)
Ethics During the Observation Visit	124	(1)
Avoiding Personal Bias	125	(1)
Summary	126	(1)
Review Questions	126	(1)
Suggested Activity	127	(1)
Key Terms	127	(1)
References	127	(3)
Informal Assessments: Checklists, Rating Scales, and Rubrics	130	(36)
Checklists	131	(2)
Purposes of Checklists	131	(1)
Using Checklists with Preschool Children	132	(1)
Using Checklists with School-Aged Children	132	(1)
Using Checklists to Assess Children with Delays in Development	133	(1)
How Checklists Are Designed and Used	133	(6)
Checklists as a Guide to Understand Development	135	(1)
Checklists as a Guide to Develop Curriculum	135	(4)
Checklists as a Guide to Assess Learning and Development	139	(1)
Evaluating and Assessing with Checklists	139	(1)
Evaluating Checklist Objectives by Observation	139	(1)
Evaluating Checklist Objectives with Learning Activities	140	(1)
Evaluating Checklist Objectives with Specific Tasks	140	(1)
Steps in Checklist Design	140	(3)
Identification of the Skills to Be Included	141	(1)
Separate Listing of Target Behaviors	142	(1)
Sequential Organization of the Checklist	142	(1)
Recordkeeping	142	(1)
Advantages and Disadvantages of Using Checklists	143	(2)
Advantages of Using Checklists	143	(1)
Disadvantages of Using Checklists	143	(2)
Rating Scales	145	(5)
Types of Rating Scales	145	(1)
Uses of Rating Scales	146	(4)
Advantages and Disadvantages of Rating Scales	150	(3)
Advantages of Using Rating Scales	150	(3)
Disadvantages of Using Rating Scales	153	(1)
Rubrics	153	(7)
Types of Rubrics	153	(2)
How Rubrics Are Designed and Used	155	(5)
Advantages and Disadvantages of Using Rubrics	160	(1)
Advantages of Using Rubrics	160	(1)
Disadvantages of Using Rubrics	161	(1)
Developing Quality Checklists, Rating Scales, and Rubrics	161	(2)
Checklists	161	(1)
Rating Scales	161	(1)
Rubrics	162	(1)
Consistency in Conducting and Scoring Assessments	162	(1)
Summary	163	(1)
Review Questions	163	(1)
Suggested Activities	164	(1)
Key Terms	164	(1)
References	164	(2)
Informal Assessments: Teacher-Designed Strategies	166	(30)
Purposes of Teacher-Designed Assessments and Tests	167	(2)
Types of Tests Used with Preschool and Primary Grade Children	169	(5)
How Tests Are Designed and Used	174	(14)
Steps in Test Design	176	(10)
Designing Learning Experiences	186	(1)
Designing Correctives and Enrichment Activities	186	(2)
Advantages and Disadvantages of Using Teacher-Designed Evaluations	188	(3)
Developing Quality Teacher-Designed Assessments	191	(1)
Concrete Tasks for Preschool	191	(1)
Tests for Primary Grade Children	192	(1)
Summary	192	(1)
Review Questions	193	(1)
Suggested Activities	193	(1)
Key Terms	193	(1)
References	194	(2)
Informal Assessments: Performance-Based Strategies	196	(22)
Authentic Learning and Authentic Assessment	198	(1)
Purposes for Performance-Based Assessment	199	(1)
Types of Performance-Based Assessment	199	(6)
Interviews	199	(1)
Contracts	200	(2)
Directed Assignments	202	(1)
Games	202	(1)
Work Samples	203	(1)
Projects	204	(1)
Portfolios	204	(1)
Understanding the Interrelated Nature of Performance Assessments	205	(4)
The Role of the Teacher	205	(1)
Classification and Organization of Performance Assessments	206	(1)
The Role of Observation	206	(2)
The Role of Rubrics	208	(1)
Advantages and Disadvantages of Using Performance-Based Assessment	209	(3)
Advantages of Using Performance-Based Assessment	209	(1)
Disadvantages of Using Performance-Based Assessments	210	(2)
Developing Quality Performance Assessments	212	(1)
Summary	213	(1)
Review Questions	214	(1)
Suggested Activities	214	(1)
Key Terms	214	(1)
References	214	(4)
Part IV Using Assessment Systems
Assessment Systems: Portfolio Assessment	218	(26)
Understanding the Need for Alternative Assessment and Reporting Systems	219	(4)
Using Alternative Assessments Appropriately	220	(1)
Limitations of Letter Grades and Report Cards	220	(3)
Portfolio Assessment	223	(1)
Purposes for Portfolio Assessment	223	(1)
Organizing Portfolios	224	(5)
Types of Portfolios	224	(1)
Organizing Portfolios Using a Developmental Approach	225	(2)
Organizing Portfolios Using a Subject Area Approach	227	(2)
Setting Up Portfolios	229	(7)
Steps in Getting Started	229	(3)
Collecting and Organizing Work	232	(1)
Selecting Portfolio Assessments	232	(3)
Strategies for Developing Successful Portfolios	235	(1)
Advantages and Disadvantages of Using Portfolios to Report Student Progress	236	(4)
Developing Quality Portfolio Assessments	240	(1)
Summary	241	(1)
Review Questions	241	(1)
Suggested Activity	242	(1)
References	242	(2)
Assessment Systems: Communicating with Parents	244	(17)
Developing Parent-School Partnerships	246	(1)
Roles for Parents in the Child's Development and Learning	246	(1)
Assessment Roles of Parents of Children with Disabilities	246	(1)
Involving Parents in the Assessment Process	247	(1)
Strategies to Report Student Progress	247	(4)
Using Portfolios to Report Student Progress	247	(1)
Using Narrative Reports to Report Student Progress	248	(3)
Advantages and Disadvantages of Using Narrative Reports to Report Student Progress	251	(1)
Model Assessment and Reporting Systems	251	(3)
Project Spectrum	251	(1)
The Work Sampling System	252	(2)
The Child Observation Record	254	(1)
Communicating with Parents About Children's Progress	254	(3)
Planning for Parent Conferences	254	(1)
Parent Conferences	255	(2)
Summary: Looking to the Future	257	(1)
Review Questions	258	(1)
Suggested Activity	258	(1)
References	259	(2)
Glossary	261	(4)
A Selected Annotated Bibliography of Evaluation Instruments for Infancy and Early Childhood	265	(6)
Index	271