Assessment in Early Childhood Education / Edition 6

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Overview

Written for preschool and primary school teachers involved in preparing for, administering, interpreting, and moving forward with the results of informal and standardized testing, Wortham’s Assessment in Early Childhood Education, Sixth Edition, is one of the most accessible and practical books available in measurement and evaluation examines both standardized and informal assessment tools from a developmental perspective, focusing entirely on children between birth and age eight.

Key changes to this edition include: a new emphasis on building partnerships with families with the inclusion of a diverse array of parents and families as examples; revised and expanded information on children from diverse cultures and languages and children with disabilities; updated and streamlined figures, examples, and models of assessment are found throughout the text; activities at the end of the chapters provide opportunities for students to apply their own performance activities and demonstrate understanding of chapter content; updated content on the effects of No Child Left Behind; and new information on current trends toward accountability and the impact of high-stakes testing.

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Product Details

  • ISBN-13: 9780132481229
  • Publisher: Pearson
  • Publication date: 2/16/2011
  • Edition description: New Edition
  • Edition number: 6
  • Pages: 320
  • Sales rank: 98,356
  • Product dimensions: 7.30 (w) x 9.00 (h) x 0.60 (d)

Meet the Author

Sue Clark Wortham is a Professor Emerita of Early Childhood and Elementary Education at the University of Texas at San Antonio. Prior to beginning a teaching career in higher education in 1979, she taught prekindergarten through second grade in public schools, worked as an administrator, and was a consultant at an education service center.

She has authored numerous texts, including Early Childhood and Curriculum: Developmental Bases for Learning and Teaching (5th ed., 2010), Pearson. She co-authored Play and Child Development (4th ed., 2012) with Joe Frost and Stuart Reifel, also published by Pearson. Organizational publications include Childhood 1892-2002, published by the Association for Childhood Education International, and Playgrounds for Young Children: National Survey and Perspectives, co-authored with Joe Frost and published by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD).

In 1992, she was a Fullbright Scholar in Chile. She was President of the Association for Childhood Education International (ACEI) from 1995 to 1997. Since retirement, she has become very active in the development of the Global Guidelines for Early Childhood Education and Care that resulted from an international symposium held in Ruschlikon, Switzerland, in 1999. Subsequently she has a leadership role in the development, validation, and implementation of the ACEI Global Guidelines Self-Assessment Tool adapted from the original guidelines. To date it has been used in 20 countries and has been translated into Spanish, French, Chinese, and Portuguese.

Dr. Wortham has served as Director of Educational Programs for World Children's Relief and Volunteer Organization, a small non-governmental organization (NGO) for the past four years. She is engaged in training teachers and principals in Haiti, Senegal, Burkina Faso, and Sierra Leone.

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Read an Excerpt

PREFACE:

Preface

Students preparing to become elementary school teachers take a course in tests and measurement as part of their undergraduate curriculum. Many textbooks for such courses describe both standardized and teacher-designed tests and how they are used to assess and evaluate students.

Students preparing to become teachers of young children—those from infancy through the primary grades—must be prepared to measure or evaluate children who are in the period of development called early childhood. Tests and other types of assessments designed for young children are different from those intended for children in later grades in elementary school. Because infants and children under age 8 have developmental limitations different from those of older children, a textbook that includes discussion of assessment in the early childhood years must be written from a developmental perspective.

This book is written especially for teachers and future teachers of young children. It includes information about standardized tests and, more important, other types of assessments that are appropriate for young children, such as observation, checklists, and rating scales. Assessments designed by teachers are explained both for preschool children and for kindergarten and primary grade children who are transitioning into literacy. With the ever-growing trend toward performance assessment, portfolios, and other methods of reporting a child's performance, chapters describing these strategies have been expanded and enhanced. The approach of this edition is the development of an assessment system that includes both traditional and authentic assessmentstrategies in a comprehensive plan. Thus, in this edition of the text, I seek to inform the reader about all types of assessments and their appropriate use.

An important factor in the assessment of young children is when and how they should be measured. This is a controversial issue. The strengths and weaknesses of each type of assessment presented are discussed, as is research on the problems surrounding testing and evaluation in early childhood. Because many sources in the literature and other textbooks do not include the limitations as well as the merits of assessment techniques, this text provides an objective perspective on issues surrounding the efficacy and effectiveness of assessment strategies.

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. Cortez, Northern Kentucky University; Robert G. Harrington, University of Kansas; Peggy Perkins, University of Nevada, Las Vegas; Janice A Sherman, Winona State University; and Mary Ann Waldon, Texas Southern University (retired).

And, of course, I thank Ann Davis, my editor at Prentice Hall/Merrill, for helping me to conceptualize how to approach this edition, as well as her suggestions for additions and improvements.

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Table of Contents

Part I - Introduction to Assessment in Early Childhood

Chapter 1 An Overview of Assessment in Early Childhood

Chapter 2 How Infants and Young Children Should be Assessed

Part II — Standardized Tests

Chapter 3 How Standardized Tests are Used, Designed, and Selected

Chapter 4 Using the Reporting Standardized Test Results

Part III — Classroom Assessments

Chapter 5 Observation

Chapter 6 Checklists, Rating Scales, and Rubrics

Chapter 7 Teacher-Designed Strategies

Chapter 8 Performance-Based Strategies

Part IV — Using Assessment Systems

Chapter 9 Portfolio Assessment

Chapter 10 Communicating with Families

Glossary

Index

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Preface

PREFACE:

Preface

Students preparing to become elementary school teachers take a course in tests and measurement as part of their undergraduate curriculum. Many textbooks for such courses describe both standardized and teacher-designed tests and how they are used to assess and evaluate students.

Students preparing to become teachers of young children—those from infancy through the primary grades—must be prepared to measure or evaluate children who are in the period of development called early childhood. Tests and other types of assessments designed for young children are different from those intended for children in later grades in elementary school. Because infants and children under age 8 have developmental limitations different from those of older children, a textbook that includes discussion of assessment in the early childhood years must be written from a developmental perspective.

This book is written especially for teachers and future teachers of young children. It includes information about standardized tests and, more important, other types of assessments that are appropriate for young children, such as observation, checklists, and rating scales. Assessments designed by teachers are explained both for preschool children and for kindergarten and primary grade children who are transitioning into literacy. With the ever-growing trend toward performance assessment, portfolios, and other methods of reporting a child's performance, chapters describing these strategies have been expanded and enhanced. The approach of this edition is the development of an assessment system that includes both traditional and authenticassessmentstrategies in a comprehensive plan. Thus, in this edition of the text, I seek to inform the reader about all types of assessments and their appropriate use.

An important factor in the assessment of young children is when and how they should be measured. This is a controversial issue. The strengths and weaknesses of each type of assessment presented are discussed, as is research on the problems surrounding testing and evaluation in early childhood. Because many sources in the literature and other textbooks do not include the limitations as well as the merits of assessment techniques, this text provides an objective perspective on issues surrounding the efficacy and effectiveness of assessment strategies.

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. Cortez, Northern Kentucky University; Robert G. Harrington, University of Kansas; Peggy Perkins, University of Nevada, Las Vegas; Janice A Sherman, Winona State University; and Mary Ann Waldon, Texas Southern University (retired).

And, of course, I thank Ann Davis, my editor at Prentice Hall/Merrill, for helping me to conceptualize how to approach this edition, as well as her suggestions for additions and improvements.

Read More Show Less

Introduction

Students preparing to become elementary school teachers take a course in tests and measurement as part of their undergraduate curriculum. Many textbooks for such courses describe both standardized and teacher-designed tests and how they are used to assess and evaluate students.

Students preparing to become teachers of young children--those from infancy through the primary grades--must be prepared to measure or evaluate children who are in the period of development called early childhood. Tests and other types of assessments designed for young children are different from those intended for children in later grades in elementary school. Because infants and children under age 8 have developmental limitations different from those of older children, a textbook that includes discussion of assessment in the early childhood years must be written from a developmental perspective.

TRADITIONAL AND AUTHENTIC ASSESSMENT STRATEGIES

This book is written especially for teachers and future teachers of young children. It includes information about standardized tests and, more important, other types of assessments that are appropriate for young children, such as observation, checklists, and rating scales. Assessments designed by teachers are explained both for preschool children and for kindergarten and primary grade children who are transitioning into literacy. With the ever-growing trend toward performance assessment, portfolios, and other methods of reporting a child's performance, chapters describing these strategies have been expanded and enhanced. The approach of this edition is the development of an assessment system that includes both traditional and authenticassessment strategies in a comprehensive plan. Thus, in this edition of the text, I seek to inform the reader about all types of assessments and their appropriate use.

HOW TO ASSESS YOUNG CHILDREN

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. Fortunately, commercial publishers of curriculum kits and textbooks for public schools are increasingly including performance as well as traditional assessments in their guides for teachers. Portfolios are becoming common as well. Nevertheless, teachers still need help on how to maintain a balance between these new strategies and standardized testing.

An important factor in the assessment of young children is when and how they should be measured. This is a controversial issue. The strengths and weaknesses of each type of assessment presented are discussed, as is research on the problems surrounding testing and evaluation in early childhood. Because many sources in the literature and other textbooks do not include the limitations as well as the merits of assessment techniques, this 4 text provides an objective perspective on issues surrounding the efficacy and effectiveness of assessment strategies.

ORGANIZATION

The book is divided into four parts. Part I provides an introduction to assessment in early childhood in chapters 1 and 2. Part II 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 the strategies discussed in the chapters leading to part IV can be incorporated into an assessment system or comprehensive assessment plan.

Read More Show Less

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