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Tables of Contents for Assessing and Guiding Young Children''s Development and Learning
Chapter/Section Title
Page #
Page Count
Preface
xv
PART I: Professionalism in Assessment
Assessment in Early Childhood: A Work in Progress
1
12
Factors Contributing to Current Changes in Assessment
3
5
Changing Concepts of the Primary Purpose of Assessment
3
1
Changing Concepts of How Children Develop and Learn
3
1
Changes in Educational Goals, Curricula, and Instructional Strategies
4
1
The Changing Nature of School and Center Populations
5
1
The Limitations and Inadequacies of Traditional Testing
5
3
Expectations of Teachers
8
1
Professional Organizations
8
1
Accountability
8
1
Working with Other Professionals
9
1
Challenges
9
2
Credibility
9
1
Feasibility
10
1
Need
10
1
Summary
11
1
For Further Study, Discussion, and Reflection
11
1
Suggested Readings
12
1
Legal and Ethical Responsibilities in Assessment
13
14
Know and Abide by Basic Rights, Laws, and Court Rulings
14
3
The Right to Equal Protection under the Law
14
1
The Right to Due Process
15
1
The Right to Privacy
15
1
Major Legislation
16
1
Know and Abide by State, School District, and Center Policies
17
1
Be Fair and Impartial
17
6
Be as Objective as Possible
18
2
Be Knowledgeable about and Sensitive to the Ways Diversity May Influence Assessment
20
1
Ensure the Accuracy and Trustworthiness of Assessment Information
21
2
Use Assessment Results in Appropriate Ways
23
1
Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any Single One
23
1
Use Assessment Results for the Intended Purposes
24
1
Summary
24
1
For Further Study, Discussion, and Reflection
25
1
Suggested Readings
26
1
PART II: Assessing and Teaching
Why, What, and When to Assess?
27
18
Assessment Decisions
28
1
Why Assess?
29
2
To Determine Children's Status and Progress
29
1
To Provide Information Useful for Classroom Planning and Decision Making
30
1
To Identify Children Who Might Benefit from Special Help
31
1
To Collect and Document Information for Reporting and Communication
31
1
What to Assess?
31
7
Major Child Growth and Development Domains
32
1
Expected Outcomes of the Program for Individual Children
32
4
Unique Patterns of Development, Knowledge, Attitudes, and Interests
36
1
Problems or Concerns about a Particular Child or Group
36
1
Practical Considerations
36
2
When to Assess?
38
4
Assess Day by Day
39
1
Assess Periodically
40
1
Assess before and after a Concentrated Emphasis
41
1
Assess to Get Information about a Specific Problem or Concern
42
1
Some Final Thoughts
42
1
Summary
43
1
For Further Study, Discussion, and Reflection
43
1
Suggested Readings
44
1
Documenting: Collecting Information
45
26
Multiple Windows
46
1
Sources of Information
47
4
The Child as a Source of Information
47
1
Parents and Other Adults as a Source of Information
48
1
Written Records as a Source of Information
49
2
Methods of Collecting Information
51
14
Systematically Observing Children
51
1
Eliciting Responses from Children
52
6
Collecting Products from Classroom Activities
58
2
Eliciting Information from Parents
60
5
Contexts for Assessment
65
2
Characteristics of the Context
65
1
Examples of Contexts for Assessment
66
1
Choosing the Appropriate Assessment Window
67
2
Identify the Behavior to Be Assessed
67
1
Use Authentic Assessment Windows
68
1
Maximize the Chances of Seeing a Behavior
68
1
Use Multiple Assessment Windows
68
1
Summary
69
1
For Further Study, Discussion, and Reflection
69
1
Suggested Readings
69
2
Documenting: Recording Information
71
28
Guidelines for Selecting a Recording Procedure
72
5
Purpose of the Assessment
73
1
What Is Being Assessed?
73
1
Amount of Detail
73
1
Practical Considerations
74
3
Survey, Description, and Examples of Recording Procedures
77
20
Recording Procedures That Describe
77
8
Recording Procedures That Count or Tally
85
9
Procedures That Record Inferences, Judgments, and Reflections
94
2
Other Procedures
96
1
Summary
97
1
For Further Study, Discussion, and Reflection
97
1
Suggested Readings
98
1
Compiling and Summarizing Information
99
26
Portfolios
100
15
Description and Definition
100
1
Purposes
101
1
Basic Approaches to Portfolio Building
102
1
Selection of Content
103
1
Organization of Content
104
4
Relationship of Portfolios to Other Types of Assessment
108
1
Increasing the Information in Each Portfolio Item
108
6
Issues
114
1
Individual Profiles
115
3
Description and Definition
115
1
Purposes
115
1
Selecting and Organizing Content
116
2
Relationship of Individual Profiles to Other Types of Documentation
118
1
Group Profiles
118
5
Description and Definition
118
1
Purposes
119
1
Selecting and Organizing Content
119
4
Summary
123
1
For Further Study, Discussion, and Reflection
124
1
Suggested Readings
124
1
Interpreting Assessment Information
125
20
Ensure the Authenticity and Trustworthiness of the Data
126
2
To Determine Progress, Compare Performance at Two or More Points in Time
126
1
Work from Compilations and Summaries
126
1
Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances
126
1
Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions
127
1
Identify Areas of Concern
127
1
Interpret and Understand the Meaning of Assessment Findings
128
14
Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively
128
1
Analyze Performance as a Band or Interval within Which a Child Is Functioning
129
1
Consider the Influence of the Total Sociocultural Context on Children's Actions
130
1
Compare Outcomes to Developmental or Curriculum Expectations
131
6
Analyze Information for Clues to Learning Processes and Strategies
137
5
Summary
142
1
For Further Study, Discussion, and Reflection
143
1
Suggested Readings
144
1
Using Assessment Information
145
19
Planning Strategies
146
3
Plan and Organize the Intended Changes
146
1
Refer to Assessment Information as You Plan
147
1
Allow Time for Reflection
147
1
Plan Ways to Meet Children's Assessed Needs
147
1
Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning
147
1
Plan for and with Other People in the Classroom
148
1
Balance What You Might Like to Do with What Is Possible
148
1
Individual and Group Strategies
149
3
For One or Two Children
149
1
For Several Children
150
1
Mixed-Age Classes
151
1
For the Entire Group
151
1
Curriculum and Classroom Modification Strategies
152
3
Allocate Time and Space in Different Ways to Achieve Different Results
152
1
Select and Arrange Materials in Response to Assessment Results
153
1
Use Any Apparent Sequence
154
1
Look at the Need for Possible Change in Procedures
155
1
Rethink and Restructure to Meet Children ``Where They Are''
155
1
Examples of Using Assessment Information to Guide Instruction
155
6
Play
155
1
Large Muscle/Gross Motor Development
156
3
Small Muscle/Fine Motor Development
159
1
Memory Strategies
160
1
Summary
161
1
For Further Study, Discussion, and Reflection
162
1
Suggested Readings
162
2
Organizing for Assessment
164
27
Integrating Assessment and Teaching
164
3
General Guidelines
165
2
Develop a Plan
167
7
Considerations in Planning
168
2
Sample Assessment Plans
170
1
Using the Plan
170
4
Organizing Files and Forms
174
14
Notebooks, Files, and Portfolios
175
4
Forms
179
5
Still and Video Cameras, Audiotape Recorders, and Computers
184
2
Other Aids
186
2
Summary
188
1
For Further Study, Discussion, and Reflection
189
1
Suggested Readings
190
1
PART III: The Classroom and Beyond
Communicating about Assessment Processes and Results
191
15
Communicating with Others
192
3
Communicating with Children
192
1
Communicating with and Reporting to Parents
192
3
Relationship of Classroom Assessment to Summary Reports
195
8
Types of Summary Evaluations Found in Early Childhood Programs
195
1
Using Classroom Assessment Information in Summary Evaluations
196
4
Reporting Progress to Parents
200
1
Communicating with Other Professionals
201
1
Reporting to Funding and Regulatory Agencies, Governing Boards, and Citizen Groups
202
1
Professional and Personal Development and Learning
203
1
Professional Development and Learning
203
1
Personal Development and Learning
204
1
Summary
204
1
For Further Study, Discussion, and Reflection
205
1
Suggested Readings
205
1
Contemporary Considerations in Assessment
206
15
Social and Educational Context
206
1
Sociocultural Differences in Assessment
207
4
Cultural Differences That May Influence Assessment
208
2
Implications for Assessment
210
1
Individual Differences
211
3
Children with Special Needs
212
1
Children at Risk
212
1
Children Who Need Challenge
213
1
Inclusive Education
214
1
Strategies for Classroom Personnel
214
5
Work with Specialists from Other Disciplines
214
4
``Alert'' Indicators and How to Use Them
218
1
Summary
219
1
For Further Study, Discussion, and Reflection
220
1
Suggested Readings
220
1
Appendix A: Assessment and Analysis Guides
221
20
Appendix B: Developmental Red Flags for Children of Ages 3 to 5
241
8
Glossary
249
4
References
253
18
Author Index
271
4
Subject Index
275