Assessing and Guiding Young Children's Development and Learning / Edition 5

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Overview

The purpose of this book is to demonstrate how to do authentic classroom-based assessment, and then how to interpret and use that information to plan curriculum responsive to and supportive of children’s learning. The fifth edition of Assessing and Guiding Young Children’s Development and Learning has been revised and updated to reflect the rapidly developing concepts of appropriate assessment, expected educational outcomes, the way young children develop and learn, and the early childhood teacher’s assessment responsibilities.

Features:

  • Current Expectations of Teachers
  • Legal, Ethical, and Professional Responsibilities
  • Assessing the Assessments - explains what teachers need to know to fulfill their roles in education today
  • Assessment and Analysis Guides
  • Red Flags - a list of "red flags" that alert teachers to patterns of concerning behavior
  • Reflection, Study, and Discussion Prompts
  • Summaries and Suggested Readings
  • Glossary

New to this edition:

  • New sections on emerging concepts and functions of Formative and Summative Assessment
  • New information and guidance for teachers working with English-language learners
  • New section on scaffolding
  • Updated legal requirements for assessment
  • Updated references, readings, and glossary

Incl. guides for integrating assessment in class, organizational aids, updated interpretation guides, etc.

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Product Details

  • ISBN-13: 9780137041275
  • Publisher: Pearson
  • Publication date: 2/12/2010
  • Series: Pearson Custom Education Series
  • Edition description: New Edition
  • Edition number: 5
  • Pages: 288
  • Sales rank: 210,458
  • Product dimensions: 8.40 (w) x 10.70 (h) x 0.70 (d)

Meet the Author

Oralie McAfee is professor emerita of early childhood education at Metropolitan State College of Denver. She is the author of books, research papers, articles, curriculum and teacher-training materials, and other publications related to working with young children and their families in the classroom and home, and has presented on these topics throughout the United States. She has done research on assessment practices and needs in Head Start and in selected state-funded prekindergarten programs. She is author (with Deborah J. Leong and Elena Bodrova) of Basics of Assessment: A Primer for Early Childhood Educators (National Association for the Education of Young Children, 2004).

Deborah J. Leong is a professor emerita of psychology at Metropolitan State College of Denver and 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) working on a computerized Pre-K state standards database and a database of preschool assessment instruments with Elena Bodrova. She is co-author with Dr. McAfee and Dr. 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, 2007) and four educational videos (Davidson Films). She has written many articles on assessment, play, early literacy, and the development of self-regulation in young children.

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Table of Contents

Part I Professionalism in Assessment

Chapter 1 Assessment in Early Childhood: A Work in Progress

Assessment Vocabulary

Expectations of Teachers

Factors Contributing to Current Practices in Assessment

Professional Responsibility

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Chapter 2 Legal, Ethical, and Professional Responsibilities in Assessment

Know Federal, State, and Local Requirements Related to Assessment

Ensure that Assessment Information is Accurate and Trustworthy

Assess All Children Fairly

Follow Professional and Ethical Guidelines

Use Assessment Results in Appropriate Ways

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Part II Assessing and Teaching

Chapter 3 Why, What, and When to Assess

Assessment Decisions

Why Assess?

What to Assess?

When to Assess?

Some Final Thoughts

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Chapter 4 Documenting: Collecting Information

Multiple Windows

Sources of Information

Methods of Collecting Information

Contexts for Assessment

Choosing the Appropriate Assessment Window

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Chapter 5 Documenting: Recording Information

Description and Examples of Recording Procedures

Selecting a Recording Procedure

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Chapter 6 Compiling and Summarizing Information

Portfolios

Group and Individual Profiles and Summaries

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Chapter 7 Interpreting Assessment Information

Ensure the Authenticity and Trustworthiness of the Data

Interpret and Understand the Meaning of Assessment Findings

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Chapter 8 Using Assessment Information

Planning Strategies

Individual and Group Strategies

Curriculum and Classroom Modification Strategies

Examples of Using Assessment Information to Guide Instruction

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Chapter 9 Organizing for Assessment

Integrating Assessment and Teaching

Developing a Plan

Organizing Files and Forms

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Part III The Classroom and Beyond

Chapter 10 Standardized Tests: What Early Childhood Teachers Should Know

The Difference between an Assessment That Has Standardized Procedures and a Standardized Test

Definition of a Standardized Test

Limitations and Inadequacies of Standardized Testing

Types of Standardized Tests

The Early Childhood Teacher’s Role in Standardized Testing

Standardized Instruments Used to Measure Opportunities to Learn

Finding Out More about Standardized Tests

Summary

For Personal Reflection For Further Study and Discussion

Suggested Readings

Chapter 11 Communicating and Collaborating Using Assessment Processes and Results

Communicating with Children

Communicating with Parents

Communicating and Collaborating with Other Professionals

Professional and Personal Development and Learning

Summary

For Personal Reflection

For Further Study and Discussion

Suggested Readings

Appendix A Assessment and Analysis Guides

Appendix B Developmental Red Flags for Children Ages 3 to 5

Glossary

References

Name Index

Subject Index

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