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Assessment in early childhood education

Author: Sue Clark Wortham; Belinda June Hardin
Publisher: Upper Saddle River, N.J. : Pearson, 2016.
Edition/Format:   Print book : English : Seventh editionView all editions and formats
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Document Type: Book
All Authors / Contributors: Sue Clark Wortham; Belinda June Hardin
ISBN: 9780133802917 0133802914
OCLC Number: 894149389
Description: 301 pages : illustrations ; 26 cm
Contents: Machine generated contents note: pt. I Introduction to Assessment in Early Childhood --
ch. 1 An Overview of Assessment in Early Childhood --
Understanding the Purposes of Assessment in Infancy and Early Childhood --
What Is Assessment? --
Purposes of Assessment --
The History of Tests and Measurements in Early Childhood --
The Child Study Movement --
Standardized Tests --
Head Start and the War on Poverty --
Legislation for Young Children with Disabilities --
Issues and Trends in Assessment in Early Childhood Education --
Issues in a New Century: The Accountability Era --
Concerns about Assessing Infants and Toddlers --
Concerns about Assessing Young Children in Early Childhood Settings --
Concerns about Assessing Young Children with Cultural and Language Differences --
Concerns about Assessing Young Children with Disabilities --
Trends in a New Century --
Summary --
Review Questions --
Applying What You've Learned --
Suggested Activities --
Key Terms --
Selected Organizations --
References --
ch. 2 How Infants and Young Children Should Be Assessed --
The Principles of Assessment that Should Be Used with Young Children --
General Principles for Assessment for All Students --
Principles of Assessment for Young Children --
How Infants and Young Children Are Assessed --
Elements of a Comprehensive System of Assessment for Children of All Ages --
Components of an Assessment System for Infants and Toddlers --
Elements of an Assessment System for Young Children --
Using Assessment Results for Instruction and to Evaluate the Instructional Program --
Using Assessment Results to Plan for Instruction --
Using Assessment Results to Report Progress --
Using Assessment Results to Evaluate the Instructional Program --
Environmental Assessment --
How the Assessment Process Should Be Implemented During the School Year with School-Age Children --
Preassessment --
Ongoing Assessment --
Assessment at the End of Instructional Cycles --
Challenges in Addressing and Assessing for Standards --
Common Core Standards in Preschool Programs --
Guidelines for Working with Young Children in an Assessment Setting --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
pt. II Standardized Tests --
ch. 3 How Standardized Tests Are Used, Designed, and Selected --
How Standardized Tests Are Used with Infants and Young Children --
Types of Standardized Tests --
Tests for Infants --
Tests for Preschool Children --
Tests for School-Age Children --
Steps in Standardized Test Design --
Specifying the Purpose of the Test --
Determining Test Format --
Developing Experimental Forms --
Assembling the Test --
Standardizing the Test --
Developing the Test Manual --
Differences Between Test Validity and Test Reliability --
Factors that Affect Validity and Reliability --
Standard Error of Measurement --
Considerations in Selecting and Evaluating Standardized Tests --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
ch. 4 Using and Reporting Standardized Test Results --
Uses of Norm-Referenced and Criterion-Referenced Tests --
Distinctions Between Norm-Referenced and Criterion-Referenced Tests --
Uses of Norm-Referenced Tests and Criterion-Referenced Tests with Infants --
Uses of Norm-Referenced Tests with Preschool Children --
Uses of Norm-Referenced Tests with School-Age Children --
Uses of Criterion-Referenced Tests with Preschool Children --
Uses of Criterion-Referenced Tests with School-Age Children --
How Standardized Test Scores Are Interpreted --
The Normal Curve --
Standard Deviations --
Percentile Ranks and Stanines --
Z Scores and T Scores --
How Standardized Test Results Are Reported --
Individual Test Record --
Norm-Referenced Scores --
Class Reports --
School and District Reports --
How Standardized Test Scores Should Be Reported to Parents --
Sharing Assessment Results with Parents of Children with Disabilities and/or English Language Learners (ELLs) --
Advantages and Disadvantages of Using Standardized Tests with Young Children --
Advantages of Standardized Tests --
Disadvantages of Standardized Tests --
Assessment of Students with Disabilities and/or English Language Learners (ELLs) --
Misapplication of Test Results with Young Children --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
pt. III Classroom Assessments --
ch. 5 Classroom Assessment and Documentation --
Uses of Classroom Assessment Strategies --
Placement Evaluation --
Diagnostic Evaluation and Instructional Planning --
Formative and Summative Evaluation --
Advantages of Using Classroom Assessments --
Disadvantages of Using Classroom Assessments --
The Role of Documentation --
The Influence of Reggio Emilia --
Types of Documentation --
Narratives --
Observations of Progress and Performance --
Child Self-Reflections --
Results of Work and Play Activities --
Individual Portfolios --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
ch. 6 Observation --
Purposes of Observation --
Understanding Children's Behavior --
Evaluating Children's Development --
Evaluating Learning Progress --
Types of Observation --
Anecdotal Record --
Running Record --
Time Sampling --
Event Sampling --
Checklists and Rating Scales --
Observations and Technology --
Benefits and Disadvantages of Using Technology for Observations --
Observing Development --
Physical Development --
Social and Emotional Development --
Cognitive Development --
Language Development --
Advantages and Disadvantages of Using Observation for Assessment --
Observation Guidelines --
Determining the Observation Site --
Observer Behaviors During the Observation Visit --
Ethics During the Observation Visit --
Avoiding Personal Bias --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
ch. 7 Checklists, Rating Scales, and Rubrics --
How Checklists Are Designed and Used with Young Children --
Using Checklists with Infants, Toddlers, and Preschool Children --
Using Checklists with School-Age Children --
Using Checklists to Assess Children with Special Needs --
How Checklists Are Designed --
Identification of the Skills to Be Included --
Separate Listing of Target Behaviors --
Sequential Organization of the Checklist --
Record Keeping --
Checklists and Standards --
Checklists as a Guide to Understanding Development --
Checklists as a Guide to Developing Curriculum --
Checklists as a Guide to Assessing Learning and Development --
How Teachers Evaluate and Assess with Checklists --
Evaluating Checklist Objectives by Observation --
Evaluating Checklist Objectives with Learning Activities --
Evaluating Checklist Objectives with Specific Tasks --
Advantages and Disadvantages of Using Checklists with Young Children --
Advantages of Using Checklists --
Disadvantages of Using Checklists --
Types of Rating Scales and How They Are Used with Young Children --
Types of Rating Scales --
Uses of Rating Scales --
Advantages and Disadvantages of Using Rating Scales with Young Children --
Advantages of Using Rating Scales --
Disadvantages of Using Rating Scales --
Types of Rubrics and How They Are Designed and Used --
Types of Rubrics --
How Rubrics Are Designed and Used --
Advantages of Using Rubrics --
Disadvantages of Using Rubrics --
Developing Quality Checklists, Rating Scales, and Rubrics --
Checklists --
Rating Scales --
Rubrics --
Consistency in Conducting and Scoring Assessments --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
ch. 8 Teacher-Designed Assessment Strategies --
Purposes of Teacher-Designed Assessments and Tests --
Types of Assessments Used with Preschool and Primary-Grade Children --
Developing Quality Teacher-Designed Assessments --
Concrete Tasks for Preschool --
Tests for Primary-Grade Children --
How Tests Are Designed and Used --
Steps in Test Design --
Determining Instructional Objectives --
Advantages and Disadvantages of Using Teacher-Designed Assessments --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
ch. 9 Performance-Based Assessment Strategies --
Understanding Performance Assessment --
Authentic Learning and Assessment --
Interrelated Nature of Performance-Based Assessments --
Purposes for Performance-Based Assessment --
Types of Performance-Based Assessments --
Interviews --
Contracts --
Directed Assignments --
Games --
Work Samples --
Projects --
Portfolios --
Classification and Organization of Performance Assessments --
The Role of Observation --
The Role of Documentation --
The Role of Rubrics --
Standards and Performance-Based Assessment --
Connecting Standards to Authentic Learning --
Connecting Standards to Performance Assessment --
Advantages and Disadvantages of Using Performance-Based Assessment --
Advantages of Using Performance-Based Assessment --
Disadvantages of Using Performance-Based Assessment --
Summary --
Review Questions --
Applying What You've Learned --
Key Terms --
Selected Organizations --
References --
pt. IV Using Assessment Systems --
ch. 10 Portfolio Assessment --
Understanding the Need for Alternative Assessment and Reporting Systems --
Using Alternative Assessments Appropriately: Limitations of Report Cards
Responsibility: Sue C. Wortham, Belinda J. Hardin.

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