Assessing Young Children's Development and Learning: Birth to Age Eight by Julie A. Ray helps early childhood educators understand both the need for assessment as well as the process of assessment for infants, toddlers, and children up to age eight. This comprehensive text covers a wide range of assessment strategies, from observation to formalized assessments, and further, shows students how to adapt these assessments for a wide variety of students and incorporate feedback from families. Built around the latest National Association for the Education of Young Children (NAEYC) standards from…mehr
Assessing Young Children's Development and Learning: Birth to Age Eight by Julie A. Ray helps early childhood educators understand both the need for assessment as well as the process of assessment for infants, toddlers, and children up to age eight. This comprehensive text covers a wide range of assessment strategies, from observation to formalized assessments, and further, shows students how to adapt these assessments for a wide variety of students and incorporate feedback from families. Built around the latest National Association for the Education of Young Children (NAEYC) standards from 2020, this text offers clear guidance to future educators for licensing requirements and to instructors for program accreditation. Each chapter opens with a vignette to demonstrate the importance of assessment for real classrooms. The chapters conclude with three case studies that apply the chapter¿s contents to each group of students: one for infants and toddlers, one for preschoolers, and one for primary-grade students. These case studies showcase each group¿s unique challenges and settings, providing additional instruction and assessment activities. The Appendix includes a final project and scoring rubric that could be used in course grading or to provide data for accreditation standards. Exercises and activities throughout help readers apply their knowledge, enabling them to confidently and competently assess students in a wide variety of early childhood educational settings.
Julie A. Ray (Ph.D., University of Missouri, Columbia) is a professor emeritus of Early Childhood Education at Southeast Missouri State University. With 42 years' experience in teaching both young children and undergraduate / graduate early childhood assessment courses, she has seen major changes in the best practices of assessing children's development and learning. As a supervisor of clinical field experiences in the preschool and primary grades, she also observed many real life examples of the complexities in early childhood assessment. Ray is a longtime member of the National Association for the Education of Young Children (NAEYC) and served as a higher education peer reviewer and auditor for programs seeking NAEYC accreditation. This is her second early childhood textbook, as she is the co-author of Home, School, and Community Collaboration with Kathy Grant, now in its 5th edition. These experiences and education have shaped and informed this textbook to be a comprehensive, yet practical guide to the subject of assessment of young children.
Inhaltsangabe
Preface Acknowledgments About the Author Chapter 1: Introduction to Developmentally Appropriate Assessment Practices What is Assessment in Early Childhood Education? Purposes of Assessment in Early Childhood Education Essentials of Developmentally Appropriate Assessment Legal Rights in Assessment of Young Children Federal and State Assessment Requirements in Early Childhood Ethical Practices in the Assessment of Young Children Summary Key Terms Chapter Learning Objectives Assessments Chapter 2: Observation and Documentation: The Foundation of Assessment of Young Children Observation + Documentation = Assessment Developing Close Observation Skills Errors in Observation Documenting Individual Children vs. Groups Evaluating Learning Environments Observation, Documentation, and the Instructional Cycle Summary Key Terms Chapter Learning Objectives Assessments Chapter 3: Observation-Based Descriptive Assessment Methods Observation-Based Assessment Methods that Describe The Significance of Descriptive Assessment Methods for Planning Instruction and the Learning Environment Summary Key Terms Chapter Learning Objectives Assessments Chapter 4: Observation-Based Assessment Methods That Count or Rate Observation-Based Assessment Methods That Count Observation-Based Rating Assessment Methods The Significance of Assessment Methods that Count or Rate for Planning Instruction and the Learning Environment Summary Key Terms Chapter Learning Objectives Assessments Chapter 5: Performance-Based Assessment Methods Performance-Based Assessment Assessing Performance-Based Tasks: Rubrics Summary Key Terms Chapter Learning Objectives Assessments Chapter 6: Informal Paper / Pencil Assessments for the Primary Grades Feedback and Informal Paper / Pencil Assessment Methods Worksheets as Assessment Tools Quizzes and Tests Strengths and Limitations of Informal Paper / Pencil Assessment Methods Student Self-Assessment Summary Key Terms Chapter Learning Objectives Assessments Chapter 7: Formal Standardized Assessments Brief History of Standardized Tests in the U.S. Types of Standardized Assessments Validity and Reliability of Standardized Assessments Interpreting and Explaining Standardized Assessment Results Communicating Standardized Assessment Results Strengths and Limitations of Standardized Assessments Summary Key Terms Chapter Learning Objectives Assessments Chapter 8: Using Portfolio Data to Plan Instruction Types of Portfolios Implicit Bias in Artifact Collection Involving Children in the Portfolio Process Using Portfolio Documents to Plan Instruction and Set Goals Electronic Portfolio Systems Benefits and Challenges of Portfolios Summary Key Terms Chapter Learning Objectives Assessments Chapter 9: Using Assessment Data to Support Development, Learning, and Program Improvement Choosing the Correct Assessment Method Documentation in Early Childhood Education Models Data-Based Decision Making Using Data to Improve Programs and the Environmental Setting Summary Key Terms Chapter Learning Objectives Assessments Chapter 10: Using Assessments in Tiered Systems of Support The Response to Intervention (RTI) Approach The RTI Approach to Challenging Behaviors in Early Childhood Professional Learning Communities (PLCs) and Response to Intervention (RTI) Leadership Teams RTI and Multi-Tiered Systems of Support (MTSS) Summary Key Terms Chapter Learning Objectives Assessments Chapter 11: Assessing Children with Developmental Delays or Disabilities Accommodations and Modifications in Assessments Referral Process IFSP / IEP Process: General Education Teacher's Role Equity in Accessing Special Services The Educational Team as Assessment Partners Monitoring the Progress Towards the IFSP Outcomes or IEP Goals Summary Key Terms Chapter Learning Objectives Assessments Chapter 12: Assessing Linguistically Diverse Children Linguistic Diversity and Assessment Stages of Second Language Acquisition Best Practices in Assessing Children who are Multilingual Learners (MLLs) Identifying Children who are Multilingual Learners for Special Services Collaborating with Professional Colleagues and Assessment Partners Summary Key Terms Chapter Learning Objectives Assessments Chapter 13: Families as Assessment Partners Family Partnerships in Assessment Communication Methods for Assessment Information Informal Communication Methods Formal Communication Methods Cross-Cultural Communication Considerations Families as a Source of Assessment Information Summary Key Terms Chapter Learning Objectives Assessments Appendix A: Developmental Milestones Appendix B References
Preface Acknowledgments About the Author Chapter 1: Introduction to Developmentally Appropriate Assessment Practices What is Assessment in Early Childhood Education? Purposes of Assessment in Early Childhood Education Essentials of Developmentally Appropriate Assessment Legal Rights in Assessment of Young Children Federal and State Assessment Requirements in Early Childhood Ethical Practices in the Assessment of Young Children Summary Key Terms Chapter Learning Objectives Assessments Chapter 2: Observation and Documentation: The Foundation of Assessment of Young Children Observation + Documentation = Assessment Developing Close Observation Skills Errors in Observation Documenting Individual Children vs. Groups Evaluating Learning Environments Observation, Documentation, and the Instructional Cycle Summary Key Terms Chapter Learning Objectives Assessments Chapter 3: Observation-Based Descriptive Assessment Methods Observation-Based Assessment Methods that Describe The Significance of Descriptive Assessment Methods for Planning Instruction and the Learning Environment Summary Key Terms Chapter Learning Objectives Assessments Chapter 4: Observation-Based Assessment Methods That Count or Rate Observation-Based Assessment Methods That Count Observation-Based Rating Assessment Methods The Significance of Assessment Methods that Count or Rate for Planning Instruction and the Learning Environment Summary Key Terms Chapter Learning Objectives Assessments Chapter 5: Performance-Based Assessment Methods Performance-Based Assessment Assessing Performance-Based Tasks: Rubrics Summary Key Terms Chapter Learning Objectives Assessments Chapter 6: Informal Paper / Pencil Assessments for the Primary Grades Feedback and Informal Paper / Pencil Assessment Methods Worksheets as Assessment Tools Quizzes and Tests Strengths and Limitations of Informal Paper / Pencil Assessment Methods Student Self-Assessment Summary Key Terms Chapter Learning Objectives Assessments Chapter 7: Formal Standardized Assessments Brief History of Standardized Tests in the U.S. Types of Standardized Assessments Validity and Reliability of Standardized Assessments Interpreting and Explaining Standardized Assessment Results Communicating Standardized Assessment Results Strengths and Limitations of Standardized Assessments Summary Key Terms Chapter Learning Objectives Assessments Chapter 8: Using Portfolio Data to Plan Instruction Types of Portfolios Implicit Bias in Artifact Collection Involving Children in the Portfolio Process Using Portfolio Documents to Plan Instruction and Set Goals Electronic Portfolio Systems Benefits and Challenges of Portfolios Summary Key Terms Chapter Learning Objectives Assessments Chapter 9: Using Assessment Data to Support Development, Learning, and Program Improvement Choosing the Correct Assessment Method Documentation in Early Childhood Education Models Data-Based Decision Making Using Data to Improve Programs and the Environmental Setting Summary Key Terms Chapter Learning Objectives Assessments Chapter 10: Using Assessments in Tiered Systems of Support The Response to Intervention (RTI) Approach The RTI Approach to Challenging Behaviors in Early Childhood Professional Learning Communities (PLCs) and Response to Intervention (RTI) Leadership Teams RTI and Multi-Tiered Systems of Support (MTSS) Summary Key Terms Chapter Learning Objectives Assessments Chapter 11: Assessing Children with Developmental Delays or Disabilities Accommodations and Modifications in Assessments Referral Process IFSP / IEP Process: General Education Teacher's Role Equity in Accessing Special Services The Educational Team as Assessment Partners Monitoring the Progress Towards the IFSP Outcomes or IEP Goals Summary Key Terms Chapter Learning Objectives Assessments Chapter 12: Assessing Linguistically Diverse Children Linguistic Diversity and Assessment Stages of Second Language Acquisition Best Practices in Assessing Children who are Multilingual Learners (MLLs) Identifying Children who are Multilingual Learners for Special Services Collaborating with Professional Colleagues and Assessment Partners Summary Key Terms Chapter Learning Objectives Assessments Chapter 13: Families as Assessment Partners Family Partnerships in Assessment Communication Methods for Assessment Information Informal Communication Methods Formal Communication Methods Cross-Cultural Communication Considerations Families as a Source of Assessment Information Summary Key Terms Chapter Learning Objectives Assessments Appendix A: Developmental Milestones Appendix B References
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