Assessing and Guiding Young Children's Development and Learning / Edition 5 available in Paperback
Assessing and Guiding Young Children's Development and Learning / Edition 5
- ISBN-10:
- 0137041276
- ISBN-13:
- 9780137041275
- Pub. Date:
- 02/12/2010
- Publisher:
- Pearson
Assessing and Guiding Young Children's Development and Learning / Edition 5
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Overview
Product Details
ISBN-13: | 9780137041275 |
---|---|
Publisher: | Pearson |
Publication date: | 02/12/2010 |
Series: | Pearson Custom Education Series |
Edition description: | Older Edition |
Pages: | 288 |
Product dimensions: | 8.40(w) x 10.70(h) x 0.70(d) |
About the Author
Deborah J. Leong is a professor emerita of psychology at Metropolitan State University of Denver and co-founder and Executive Director of the Tools of the Mind Curriculum Project, a Vygotskian-based early childhood teacher-training program. She is also a research fellow at the National Institute for Early Education Research (NIEER). She is co-author with Dr.s McAfee and Bodrova of Basics of Assessment (National Association for the Education of Young Children, 2004). Dr. Leong is also co-author with Dr. Bodrova of Tools of the Mind: The Vygotskian Approach to Early Childhood Education (Merrill/Prentice Hall, 1996) and four educational videos (Davidson Films). She and Dr. Bodrova have written many articles on assessment, play, early literacy, and the development of self-regulation in young children.
Elena Bodrova is a senior researcher at Mid-continent Research for Education and Learning (McREL) in Denver, Colorado. Prior to her coming to the United States, she was a senior researcher at the Russian Center for Educational Innovations and the Russian Institute for Preschool Education. She received her Ph.D. from the Academy of Pedagogical Sciences, Moscow, Russia, and her M.A. from Moscow State University. In addition to her work with Dr. Leong, she co-authored the book, For the Love of Words: Vocabulary Instruction That Works, Grades K-6 (Jossey-Bass) with Diane E. Paynter and Jane K. Doty.
Table of Contents
Preface | xv | |
Part I | Professionalism in Assessment | |
Chapter 1 | Assessment in Early Childhood: A Work in Progress | 1 |
Factors Contributing to Current Changes in Assessment | 2 | |
Changing Concepts of the Primary Purpose of Assessment | 3 | |
Changing Concepts of How Children Develop and Learn | 3 | |
Changing Nature of School and Center Populations | 3 | |
Changing Educational Outcomes, Curricula, and Instructional Strategies | 4 | |
Mandated Testing and Assessment | 5 | |
Limitations and Inadequacies of Standardized Testing | 5 | |
Expectations of Teachers | 6 | |
Professional Organizations | 6 | |
Accountability | 6 | |
Working with Other Professionals | 6 | |
Challenges | 7 | |
Credibility | 7 | |
Feasibility | 7 | |
Professional Initiative and Responsibility | 8 | |
Summary | 8 | |
For Self-Reflection | 9 | |
For Further Study and Discussion | 9 | |
Suggested Readings | 9 | |
Chapter 2 | Legal, Ethical, and Professional Responsibilities in Assessment | 11 |
Know and Abide by Basic Rights, Laws, and Court Rulings | 12 | |
The Right to Equal Protection under the Law | 12 | |
The Right to Due Process | 13 | |
The Right to Privacy | 13 | |
Major Legislation | 14 | |
Be Sensitive to Individual Differences | 15 | |
Children with Special Needs | 16 | |
Children at Risk | 16 | |
Children Who Need Challenge | 16 | |
Inclusive Education | 16 | |
Be Sensitive to Social and Cultural Differences | 18 | |
Cultural Differences That May Influence Assessment | 19 | |
Implications for Assessment | 20 | |
Be Fair and Impartial | 22 | |
Be as Objective as Possible | 22 | |
Ensure the Accuracy and Trustworthiness of Assessment Information | 24 | |
Use Assessment Results in Appropriate Ways | 27 | |
Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any One | 27 | |
Use Assessment Results for the Intended Purposes | 27 | |
Know and Abide by State, School District, and Center Policies | 27 | |
Summary | 28 | |
For Self-Reflection | 29 | |
For Further Study and Discussion | 29 | |
Suggested Readings | 30 | |
Part II | Assessing and Teaching | |
Chapter 3 | Why, What, and When to Assess | 31 |
Assessment Decisions | 32 | |
Why Assess? | 33 | |
To Determine Children's Status and Progress | 33 | |
To Provide Information for Classroom Planning and Decision Making | 34 | |
To Identify Children Who Might Benefit from Special Help | 34 | |
To Collect and Document Information for Reporting and Communication | 35 | |
What to Assess? | 35 | |
Major Child Growth and Development Domains | 35 | |
Expected Outcomes of the Program for Individual Children | 36 | |
Unique Patterns of Development, Knowledge, Attitudes, and Interests | 38 | |
Problems or Concerns about a Particular Child or Group | 39 | |
Practical Considerations | 40 | |
When to Assess? | 41 | |
Before School Starts | 41 | |
Assess Day by Day | 42 | |
Assess Periodically | 43 | |
Assess before and after a Concentrated Emphasis | 43 | |
Assess to Get Information about a Specific Problem or Concern | 44 | |
Some Final Thoughts | 45 | |
Summary | 45 | |
For Self-Reflection | 46 | |
For Further Study and Discussion | 46 | |
Suggested Readings | 47 | |
Chapter 4 | Documenting: Collecting Information | 48 |
Multiple Windows | 49 | |
Sources of Information | 50 | |
The Child as a Source of Information | 50 | |
Parents and Other Adults as a Source of Information | 51 | |
Records as a Source of Information | 51 | |
Methods of Collecting Information | 52 | |
Observe Children Systematically | 52 | |
Elicit Responses from Children | 53 | |
Collect Work Products from Classroom Activities | 58 | |
Elicit Information from Parents | 60 | |
Contexts for Assessment | 64 | |
Characteristics of the Context | 64 | |
Examples of Contexts for Assessment | 66 | |
Choosing the Appropriate Assessment Window | 67 | |
Identify the Behavior to Be Assessed | 67 | |
Use Authentic Assessment Measures or Windows | 68 | |
Maximize the Chances of Seeing a Behavior | 68 | |
Use Multiple Assessment Measures or Windows | 68 | |
Summary | 68 | |
For Self-Reflection | 69 | |
For Further Study and Discussion | 69 | |
Suggested Readings | 70 | |
Chapter 5 | Documenting: Recording Information | 71 |
Description and Examples of Recording Procedures | 72 | |
Procedures That Describe | 72 | |
Procedures That Count or Tally | 79 | |
Procedures That Rate or Rank | 86 | |
Other Procedures | 89 | |
Selecting a Recording Procedure | 90 | |
Purpose of the Assessment | 90 | |
What Is Being Assessed | 90 | |
Amount of Detail Needed | 90 | |
Practical Considerations | 91 | |
Summary | 93 | |
For Self-Reflection | 94 | |
For Further Study and Discussion | 94 | |
Suggested Readings | 94 | |
Chapter 6 | Compiling and Summarizing Information | 95 |
Portfolios | 96 | |
Description and Definition | 96 | |
Purposes | 97 | |
Basic Approaches to Portfolio Building | 97 | |
Selection of Content | 98 | |
Organization of Content | 100 | |
Relationship of Portfolios to Other Types of Assessment | 103 | |
Increasing the Information in Each Portfolio Item | 103 | |
Issues | 109 | |
Group and Individual Profiles | 110 | |
Description and Definition of Group Profiles | 111 | |
Purposes of Group Profiles | 111 | |
Selecting and Organizing Content of Group Profiles | 114 | |
Description and Definition of Individual Profiles | 115 | |
Purposes of Individual Profiles | 115 | |
Selecting and Organizing Content of Individual Profiles | 116 | |
Summary | 117 | |
For Self-Reflection | 118 | |
For Further Study and Discussion | 118 | |
Suggested Readings | 118 | |
Chapter 7 | Interpreting Assessment Information | 120 |
Ensure the Authenticity and Trustworthiness of the Data | 121 | |
To Determine Progress, Compare Performance at Two or More Points in Time | 121 | |
Work from Compilations and Summaries | 121 | |
Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances | 121 | |
Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions | 122 | |
Identify Areas of Concern | 122 | |
Interpret and Understand the Meaning of Assessment Findings | 122 | |
Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively | 123 | |
Analyze Performance as a Band or Interval within Which a Child Is Functioning | 123 | |
Consider the Influence of the Total Sociocultural Context on Children's Actions | 125 | |
Compare Evidence to Developmental or Curriculum Expectations | 125 | |
Analyze Information for Clues to Learning Processes and Strategies | 130 | |
Summary | 135 | |
For Self-Reflection | 136 | |
For Further Study and Discussion | 136 | |
Suggested Readings | 137 | |
Chapter 8 | Using Assessment Information | 138 |
Planning Strategies | 139 | |
Plan and Organize the Intended Changes | 139 | |
Refer to Assessment Information as You Plan | 140 | |
Allow Time for Reflection | 140 | |
Plan Ways to Meet Children's Assessed Needs | 140 | |
Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning | 140 | |
Plan for and with Other People in the Classroom | 141 | |
Balance What You Might Like to Do with What Is Possible | 141 | |
Individual and Group Strategies | 141 | |
For One or Two Children | 142 | |
For Several Children | 143 | |
Mixed-Age Classes | 143 | |
For the Entire Group | 144 | |
Curriculum and Classroom Modification Strategies | 145 | |
Allocate Time and Space in Different Ways to Achieve Different Results | 145 | |
Select and Arrange Materials in Response to Assessment Results | 145 | |
Use Any Apparent Sequence | 146 | |
Look at the Need for Possible Change in Procedures | 147 | |
Rethink and Restructure to Meet Children "Where They Are" | 147 | |
Examples of Using Assessment Information to Guide Instruction | 147 | |
Play | 147 | |
Large Muscle/Gross Motor Development | 150 | |
Small Muscle/Fine Motor Development | 150 | |
Memory Strategies | 151 | |
Summary | 153 | |
For Self-Reflection | 153 | |
For Further Study and Discussion | 153 | |
Suggested Readings | 154 | |
Chapter 9 | Organizing for Assessment | 155 |
Integrating Assessment and Teaching | 155 | |
General Guidelines | 156 | |
Developing a Plan | 158 | |
Considerations in Planning for Assessment | 158 | |
Sample Assessment Plans | 160 | |
Using the Plan | 163 | |
Organizing Files and Forms | 164 | |
Notebooks, Files, and Portfolios | 164 | |
Forms | 170 | |
Still and Video Cameras, Audiotape Recorders, and Computers | 175 | |
Other Aids | 177 | |
Summary | 180 | |
For Self-Reflection | 180 | |
For Further Study and Discussion | 180 | |
Suggested Readings | 181 | |
Part III | The Classroom and Beyond | |
Chapter 10 | Standardized Tests: What Early Childhood Teachers Should Know | 182 |
The Difference between an Assessment That Has Standardized Procedures and a Standardized Test | 183 | |
Definition of a Standardized Test | 183 | |
Limitations and Inadequacies of Standardized Testing | 184 | |
Technical and Educational Inadequacies | 184 | |
Overuse and Misuse | 185 | |
Unsuitability for the Population | 185 | |
Undue Influence on Education | 185 | |
Types of Standardized Tests | 186 | |
Standardized Achievement Tests | 186 | |
Standardized Aptitude Tests | 187 | |
Standardized Screening and Diagnostic Tests | 187 | |
Standardized Testing in Early Childhood Classrooms Today | 188 | |
The Early Childhood Teacher's Role in Standardized Testing | 188 | |
How to Find Out If a Standardized Test Is Reliable and Valid | 189 | |
How to Administer a Standardized Test | 192 | |
How to Explain Different Types of Test Scores | 193 | |
How to Interpret Standardized Test Results | 196 | |
Finding Out More about Standardized Tests | 197 | |
Summary | 197 | |
For Self-Reflection | 198 | |
For Further Study and Discussion | 198 | |
Suggested Readings | 199 | |
Chapter 11 | Communicating and Collaborating Using Assessment Processes and Results | 200 |
Communicating with Children | 201 | |
Communicating with Parents | 201 | |
Before Reporting | 201 | |
Ways to Report | 203 | |
Communicating and Collaborating with Other Professionals | 211 | |
Communication within the School or Center | 211 | |
Communication with Other Schools and Centers | 212 | |
Communication and Collaboration in Specialized Services | 212 | |
Communicating with Funding and Regulatory Agencies, Governing Boards, and Citizen Groups | 217 | |
Professional and Personal Development and Learning | 217 | |
Professional Development and Learning | 217 | |
Personal Development and Learning | 218 | |
Summary | 218 | |
For Self-Reflection | 219 | |
For Further Study and Discussion | 219 | |
Suggested Readings | 219 | |
Appendix A | Assessment and Analysis Guides | 220 |
Appendix B | Developmental Red Flags for Children Ages 3 to 5 | 243 |
Glossary | 251 | |
References | 255 | |
Name Index | 271 | |
Subject Index | 275 |