This information ensures students the benefit of the most current thinking in the field, and readies future teachers for the expectations of parents, principals, and school boards. Two full chapters on standardized tests address how they are designed and chosen, as well as how the results are used and reported.
Students will learn to effectively use the methods preferred by most public schools, preparing them for the venue in which they are most likely to teach. Real-life scenarios of assessment in action are interspersed throughout the chapters. These authentic examples illustrate text-advocated methods in actual classroom situations and help put students at the forefront as assessment is accomplished in a variety of settings. Review Questions, Suggested Activities, and Key Terms lists at the end of each chapter focus students' attention on the major themes and content of each chapter.
These will serve as springboards for in-class assignments or topics for term papers. Summary sections at the end of each chapter organize chapter topics for easy review, help students assess their understanding of chapter content, and serve as a study guide at exam time.
New to This Edition. Updated and streamlined figures, examples, and models of assessment that teach pre-service teachers how to apply the principles of quality assessments are found throughout the text. Thoroughly revised and expanded information on children from diverse cultures and languages, and children with disabilities has been added in this edition.
Information on current trends toward accountability and the impact of high-stakes testing. A major emphasis on building partnerships with families, and the inclusion of diverse families as examples.
Activities at the end of the chapters provide opportunities for students to apply their own performance activities and demonstrate understanding of chapter content. Content on the effects of No Child Left Behind has been revised and updated. About the Author s. The book is divided into four parts. Part I provides an introduction to assessment in early childhood in chapters 1 and 2. Part 11 is devoted to standardized tests and how they are designed, used, and reported in chapters 3 and 4.
Informal assessments are discussed in part III. Observation, checklists, rating scales, and rubrics are covered in chapters 5 and 6, while teacher-designed strategies and performance-based strategies are described in chapters 7 and 8.
Finally, part IV is devoted to the use of assessment systems and how all of the strategies discussed in the chapters leading to part IV can be incorporated into an assessment system or comprehensive assessment plan. Earlier editions of this book were developed in response to the expressed needs of teachers and graduate students who must understand and use current trends in assessment and put them into perspective within the reality of public schools that are required to focus intensively on standardized tests.
This edition includes current literature on early childhood assessment issues, as well as information on how to maintain a balance between emerging trends and issues related to assessment of young children.
I would like to thank the reviewers who provided valuable suggestions and feedback for this edition. The were generous with their time and included specific ideas on how the text could be improved. Those who reviewed the text before the third edition was developed are: Suzanne E. Convert currency. Add to Basket. Book Description Condition: new. Seller Inventory think More information about this seller Contact this seller. Book Description Condition: New. Satisfaction Guaranteed! Parent Ratings integrate parents into the assessment process.
Standardized Tests are tests created to fit a set of testing standards. These tests are administered and scored in a standard manner and are often used to assess the performance of children in a program.
What are different types of child assessment systems? Assessment aligns with instructional goals and approaches.
Different types of assessments have different purposes. It is important to first determine what should be measured; then find the assessment program that best assesses those goals.
Assessor knows the child. The adult conducting the assessment should have a pre-existing relationship with the child. Ideally the assessor is the educator. The assessment should reflect everyday relationships and experiences. It should be conducted in familiar contexts and settings such as the classroom. Observations are ongoing and diverse.
Assessment is a cycle. Although specific methods for assessment tools vary, the process is cyclical. The cycle allows educators to make changes to their curriculum to better serve children in their program. The cycle is as follows: Instruct. Observe children in various situations.
Document, Reflect.
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