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HARDBACK price:$59.95 add to cart Rights & Permissions Free PDF Access Sign in to download PDF book and chapters Free Resources PDF SUMMARY Display this book on your site! Related Titles Eager to Learn: Educating Our Preschoolers From Neurons to Neighborhoods: The Science of Early Childhood Development Other Related Titles Early Childhood Assessment: Why, What, and How (2008) Board on Children, Youth and Families (BOCYF) Board on Testing and Assessment (BOTA) Citation Manager Export the bibliographic data for this book in your chosen format Web Search Builder Use this book's key terms to search within this book, across our collection, or across the Web. Skim This Chapter Skim this chapter and use this chapter's key terms to search within this book. Reference Finder Paste in your own text to find books that relate to your topic. Citation Manager . "Part I: Early Childhood Assessment." Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press, 2008. Please select a format: Page 13   E-mail Share on facebook Facebook Share on delicious Delicious Share on stumbleupon Stumble Share on twitter Twitter More Sharing ServicesMore The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Part I Early Childhood Assessment In this part of the report, we present an introduction to the work, in Chapter 1, with an explanation of the policy context for the study, the committee’s charge, the committee’s approach to the work, and the structure of the report. In Chapter 2, we discuss purposeful assessment, emphasizing the importance of determining the purposes of any assessment before proceeding to design, develop, or implement it. We review some common purposes for assessing young children, and introduce some guidelines for such assessments developed by respected organizations concerned with the care and education of young children. We also introduce the special issues attendant to using assessment of young children for accountability purposes. In Chapter 3, we provide some historical context for this study. We review the recent history of the development of early childhood learning standards and assessments, especially in the states and the federal government, with a discussion of the societal and governmental changes that have motivated some of these efforts. Page 13 Front Matter (R1-R16) Summary (1-12) Part I: Early Childhood Assessment (13-14) 1 Introduction (15-26) 2 Purposeful Assessment (27-42) 3 Perspectives on Early Childhood Learning Standards and Assessment (43-56) Part II: Child-Level Outcomes and Measures (57-60) 4 Screening Young Children (61-84) 5 Assessing Learning and Development (85-144) 6 Measuring Quality in Early Childhood Environments (145-178) Part III: How to Assess (179-180) 7 Judging the Quality and Utility of Assessments (181-232) 8 Assessing All Children (233-280) 9 Implementation of Early Childhood Assessments (281-298) Part IV: Assessing Systematically (299-300) 10 Thinking Systematically (301-340) 11 Guidance on Outcomes and Assessments (341-376) References (377-420) Appendix A: Glossary of Terms Related to Early Childhood Assessment (421-428) Appendix B: Information on Stakeholder Forum (429-436) Appendix C: Development of State Standards for Early Childhood Education (437-448) Appendix D: Sources of Detailed Information on Test and Assessment Instruments (449-454) Appendix E: Biographical Sketches of Committee Members and Staff (455-464) Index (465-484)

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Early Childhood Assessment: Why, What, and How Part I Early Childhood Assessment In this part of the report, we present an introduction to the work, in Chapter 1, with an explanation of the policy context for the study, the committee’s charge, the committee’s approach to the work, and the structure of the report. In Chapter 2, we discuss purposeful assessment, emphasizing the importance of determining the purposes of any assessment before proceeding to design, develop, or implement it. We review some common purposes for assessing young children, and introduce some guidelines for such assessments developed by respected organizations concerned with the care and education of young children. We also introduce the special issues attendant to using assessment of young children for accountability purposes. In Chapter 3, we provide some historical context for this study. We review the recent history of the development of early childhood learning standards and assessments, especially in the states and the federal government, with a discussion of the societal and governmental changes that have motivated some of these efforts.

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