Ways of assessing children and curriculum : stories of early childhood practice
著者
書誌事項
Ways of assessing children and curriculum : stories of early childhood practice
（Early childhood education series）
Teachers College Press, c1992
- : alk. paper
- pbk. : alk. paper
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注記
Includes bibliographical references and index
内容説明・目次
- 巻冊次
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pbk. : alk. paper ISBN 9780807731857
内容説明
This text is a response to the increasingly widespread practice of administering standardised tests to preschool and primary-grade children. As Celia Genishi points out, such traditional tests are often misused and fail to measure many significant aspects of children's growth and learning. Here she and her colleagues present teachers' alternative ways of meeting the need for the assessment of young children. ""Ways of Assessing Children and Curriculum: Stories of Early Childhood Practice"" is the result of a collaboration between early childhood teachers and teacher educators. The stories in the central chapters provide a look at the ways these teachers document the development of children from diverse cultural backgrounds in varied contexts, including play-oriented, bilingual and Foxfire classrooms. The alternative ways of assessing, some traditional and some novel, include observing, note-taking, role-playing and keeping portfolios of children's work over time. They are developmentally based and have grown out of curricula co-constructed by these teachers and their children, in contrast to standardised measures designed by outsiders to evaluate groups statistically. This book should be a valuable resource for all teachers, teacher educators and upper-level students in early childhood education and child development. It should also be of interest to school district administrators and policymakers.
- 巻冊次
-
: alk. paper ISBN 9780807731864
内容説明
This book is a response to the increasingly widespread practice of administering standardized tests to preschool and primary-grade children. Such tests are often misused and fail to measure many significant aspects of children's growth and learning. Here, Celia Genishi and her colleagues present teachers' alternative ways to meet the need for the assessment of young children.
The stories in the central chapters provide a fascinating look at the ways these teachers document the development of children from diverse cultural backgrounds in varied contexts, including: Play-oriented * Bilingual, and Foxfire classrooms. The alternative ways of assessing, some traditional and some novel, include Observing * Note-taking * Role-playing, and keeping portfolios of children's work over time.
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