CiNii 図書 - Assessing young children

This book is written for the teacher who wants to understand and deliver an effective educational program for all young children from birth through age 8. Accordingly, it reflects the knowledge base of early childhood and early childhood special education. It provides illustrations of appropriate practice for prospective teachers and discusses current trends for experienced teachers. It approaches assessment as an integral part of the teaching and learning process. Key components of the assessment system include cultural sensitivity,family collaboration, and a vision of inclusionary practice in all early childhood environments-child care and school. Relevant professional standards are addressed throughout. The text is written in nontechnical language with support from the most current research. All "hot topics" are included as well-standards-based and outcomes-based teaching, high-stakes testing, response to intervention (RTI), coping with legislative demands, as well as relevant technology in the assessment process. Features include: Terms to Know, Focus Questions, Reflection Questions, Technology Links, Out-of-Class Activities, Case Vignettes, Activities for Classroom Discussion, and Suggested Further Readings are provided for each chapter. New Voices from the Field feature, which are summaries of conversations between educators in schools/centers and the author. Checklists and rating sheets, portfolio templates, test review guideline, glossary, child development milestone guide, and practical examples throughout the text. New elements to this edition include: Increased attention to English Language Learners and the process of Response to Invervention (RTI). Updated research, websites, and recommended readings for each chapter. New Voices from the Field feature. Expanded discussion of assessment instruments such as, Classroom Assessment Scoring System CLASS (TM), The Ounce Scale (TM), and Work Sampling System (TM) and technology applied to assessment.

Chapter 1 A Comprehensive Assessment System for Birth Through Age 8 The Age Span of Early Childhood Matching Assessment Methods to Early Childhood Settings Stakeholders in the Process Defining and Creating a Comprehensive Assessment System Current Issues in the Assessment of Young Children Summary Chapter 2 Developing Family Partnerships in Assessment Family Partnerships in the Assessment System Methods for Obtaining Information from Families Parents' Educational Programs Family-Teacher Collaboration Parents' Rights Summary Chapter 3 Observation as the Key Method in the System Observation in the Assessment System-Planning, Deciding, and Recording Summary Chapter 4 Using Basic Concepts of Measurement New Paradigms in Assessment Importance of Basic Concepts of Measurement for Teachers Terminology Standardization and Norms Different Types of Test Scores Reliability Validity Guidelines for Test Evaluation Summary Chapter 5 Testing: Choosing the Right Measure Tests in the Assessment System Early Childhood Tests and Their Use Diagnostic Testing Coordination of Testing Programs Performance Assessment Summary Chapter 6 Using Alternative Assessment Strategies Role of Alternative Assessment Strategies in the Classroom Play-Based Assessment Structured Questions to Identify Student-Learning Processes Task Analysis Dynamic Assessment Ecological Assessment Functional Assessment Strength-Based Assessment and Intervention Curriculum-Based Language Assessment Multiple Intelligences Response to Intervention (RTI) Prereferral Screening Summary Chapter 7 Record Keeping, Reporting, and Collaborating with Families and Others Record Keeping and Reporting in the Assessment System Maintaining Confidentiality of Assessment Information Involving Parents in Assessment Conferencing with Parents Grading in the Early Years Preparing Report Cards When Families Are Clients Multidisciplinary Staffing Reporting to Other Stakeholders Summary Chapter 8 Building a Child Study Child Studies in the Assessment System Purposes of Child Studies Elements of a Child Study Conducting a Child Study to Determine Teaching or Intervention Strategies Examples of Child Studies Summary Chapter 9 Special Issues in Infant and Toddler Assessment The Total Assessment Process of Infants and Toddlers The Importance of Assessment in the First 3 Years Unique Aspects of Infants and Toddlers Principles That Guide Infant and Toddler Assessmen Ecologically and Developmentally Relevant Assessment Strategies The Integration of Assessment Information into Programming Documenting Infant/Toddler Progress In Typical Care Situations Summary Chapter 10 Issues in Preschool Assessment Preschool Assessment System Issues Selection for the Preschool Program Choosing a Screening Instrument Planning for Instruction Referral for Special Services Transition to Kindergarten or First Grade Summary Chapter 11 Special Issues in Primary Grades Primary Assessment Systems Issues Transition from Preschool Assessing Teaching Level Performance Assessment with Technology Portfolios Standards-Based Teaching Achievement Testing Textbook Tests Individualized Academic Tests Test Prep Summary Appendix A Self-Assessment Pretest Associated with Terms to Know Appendix B Child Development Chart for Typical Development Appendix C Selected Early Childhood Tests to Consider for Use in Educational and Child-Care Settings Appendix D Test Evaluation Guidelines Appendix E Choosing Technology and Software to Support Assessment Appendix F Portfolio Template Appendix G Child Interview Protocols Appendix H Example Forms for Collecting Assessment Information Appendix I Chicago Early Development Screening Inventory for Teachers II Appendix J Websites that Address Assessment For Teachers of Young Children Appendix K Assessment Bibliography for Kindergarten and Primary Teachers

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Assessing young children

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