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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 III: How to Assess." Early Childhood Assessment: Why, What, and How. Washington, DC: The National Academies Press, 2008. Please select a format: Page 179   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 III How to Assess In this part, we turn to the question of how to select and administer assessments, once purposes have been established and domains selected. Some of the issues dealt with here are the technical ones defined by psychometricians as key to test quality: the reliability and validity of inferences, discussed in Chapter 7. Others have to do with the usability and fairness of assessments, issues that arise when assessing any child but in particular children with disabilities and children from cultural and language minority homes; these are discussed in Chapter 8. In Chapter 9, and in particular with regard to direct assessments, we discuss the many ways in which the test as designed may differ from the test as implemented. Testing a young child requires juggling many competing demands: developing a trusting relationship with the child, presenting the test items in a relatively standardized way that is nonetheless natural, responding appropriately to both correct and incorrect answers and to other child behaviors (signs of fear, anxiety, sadness, shyness). While it may not be possible to manage all these demands optimally, it is important that they are at least acknowledged when interpreting test results. Page 179 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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OCR for page 179
Early Childhood Assessment: Why, What, and How Part III How to Assess In this part, we turn to the question of how to select and administer assessments, once purposes have been established and domains selected. Some of the issues dealt with here are the technical ones defined by psychometricians as key to test quality: the reliability and validity of inferences, discussed in Chapter 7. Others have to do with the usability and fairness of assessments, issues that arise when assessing any child but in particular children with disabilities and children from cultural and language minority homes; these are discussed in Chapter 8. In Chapter 9, and in particular with regard to direct assessments, we discuss the many ways in which the test as designed may differ from the test as implemented. Testing a young child requires juggling many competing demands: developing a trusting relationship with the child, presenting the test items in a relatively standardized way that is nonetheless natural, responding appropriately to both correct and incorrect answers and to other child behaviors (signs of fear, anxiety, sadness, shyness). While it may not be possible to manage all these demands optimally, it is important that they are at least acknowledged when interpreting test results.

OCR for page 180
Early Childhood Assessment: Why, What, and How This page intentionally left blank.