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The Resource Assessing and guiding young children's development and learning, Oralie McAfee, Deborah J. Leong

Assessing and guiding young children's development and learning, Oralie McAfee, Deborah J. Leong

Label
Assessing and guiding young children's development and learning
Title
Assessing and guiding young children's development and learning
Statement of responsibility
Oralie McAfee, Deborah J. Leong
Creator
Contributor
Subject
Language
eng
Cataloging source
DLC
http://library.link/vocab/creatorName
McAfee, Oralie
Dewey number
372.12/64
Illustrations
illustrations
Index
index present
LC call number
LB1139.25
LC item number
.M4 1997
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
Leong, Deborah
http://library.link/vocab/subjectName
  • Early childhood education
  • School children
  • Educational tests and measurements
  • Classroom management
Label
Assessing and guiding young children's development and learning, Oralie McAfee, Deborah J. Leong
Instantiates
Publication
Bibliography note
Includes bibliographical references (pages 255-270) and indexes
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • 3
  • 35
  • Expected Outcomes of the Program for Individual Children
  • 36
  • Unique Patterns of Development, Knowledge, Attitudes, and Interests
  • 38
  • Problems or Concerns about a Particular Child or Group
  • 39
  • Practical Considerations
  • 40
  • When to Assess?
  • Changing Concepts of How Children Develop and Learn
  • 41
  • Before School Starts
  • 41
  • Assess Day by Day
  • 42
  • Assess Periodically
  • 43
  • Assess before and after a Concentrated Emphasis
  • 43
  • Assess to Get Information about a Specific Problem or Concern
  • 3
  • 44
  • Chapter 4
  • Documenting: Collecting Information
  • 48
  • Multiple Windows
  • 49
  • Sources of Information
  • 50
  • Child as a Source of Information
  • 50
  • Changing Nature of School and Center Populations
  • Parents and Other Adults as a Source of Information
  • 51
  • Records as a Source of Information
  • 51
  • Methods of Collecting Information
  • 52
  • Observe Children Systematically
  • 52
  • Elicit Responses from Children
  • 53
  • 3
  • Collect Work Products from Classroom Activities
  • 58
  • Elicit Information from Parents
  • 60
  • Contexts for Assessment
  • 64
  • Characteristics of the Context
  • 64
  • Examples of Contexts for Assessment
  • 66
  • Changing Educational Outcomes, Curricula, and Instructional Strategies
  • Choosing the Appropriate Assessment Window
  • 67
  • Identify the Behavior to Be Assessed
  • 67
  • Use Authentic Assessment Measures or Windows
  • 68
  • Maximize the Chances of Seeing a Behavior
  • 68
  • Use Multiple Assessment Measures or Windows
  • 68
  • 4
  • Chapter 5
  • Documenting: Recording Information
  • 71
  • Description and Examples of Recording Procedures
  • 72
  • Procedures That Describe
  • 72
  • Procedures That Count or Tally
  • 79
  • Procedures That Rate or Rank
  • Mandated Testing and Assessment
  • 86
  • Other Procedures
  • 89
  • Selecting a Recording Procedure
  • 90
  • Purpose of the Assessment
  • 90
  • What Is Being Assessed
  • 90
  • Amount of Detail Needed
  • 5
  • 90
  • Chapter 6
  • Compiling and Summarizing Information
  • 95
  • Portfolios
  • 96
  • Purposes
  • 97
  • Basic Approaches to Portfolio Building
  • 97
  • Limitations and Inadequacies of Standardized Testing
  • Selection of Content
  • 98
  • Organization of Content
  • 100
  • Relationship of Portfolios to Other Types of Assessment
  • 103
  • Increasing the Information in Each Portfolio Item
  • 103
  • Issues
  • 109
  • Part I
  • 5
  • Group and Individual Profiles
  • 110
  • Description and Definition of Group Profiles
  • 111
  • Purposes of Group Profiles
  • 111
  • Selecting and Organizing Content of Group Profiles
  • 114
  • Description and Definition of Individual Profiles
  • 115
  • Expectations of Teachers
  • Purposes of Individual Profiles
  • 115
  • Selecting and Organizing Content of Individual Profiles
  • 116
  • Chapter 7
  • Interpreting Assessment Information
  • 120
  • Ensure the Authenticity and Trustworthiness of the Data
  • 121
  • To Determine Progress, Compare Performance at Two or More Points in Time
  • 6
  • 121
  • Work from Compilations and Summaries
  • 121
  • Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances
  • 121
  • Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions
  • 122
  • Identify Areas of Concern
  • 122
  • Interpret and Understand the Meaning of Assessment Findings
  • Professional Organizations
  • 122
  • Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively
  • 123
  • Analyze Performance as a Band or Interval within Which a Child Is Functioning
  • 123
  • Consider the Influence of the Total Sociocultural Context on Children's Actions
  • 125
  • Compare Evidence to Developmental or Curriculum Expectations
  • 125
  • Analyze Information for Clues to Learning Processes and Strategies
  • 6
  • 130
  • Chapter 8
  • Using Assessment Information
  • 138
  • Planning Strategies
  • 139
  • Plan and Organize the Intended Changes
  • 139
  • Refer to Assessment Information as You Plan
  • 140
  • Accountability
  • Allow Time for Reflection
  • 140
  • Plan Ways to Meet Children's Assessed Needs
  • 140
  • Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning
  • 140
  • Plan for and with Other People in the Classroom
  • 141
  • Balance What You Might Like to Do with What Is Possible
  • 141
  • 6
  • Individual and Group Strategies
  • 141
  • For One or Two Children
  • 142
  • For Several Children
  • 143
  • Mixed-Age Classes
  • 143
  • For the Entire Group
  • 144
  • Working with Other Professionals
  • Curriculum and Classroom Modification Strategies
  • 145
  • Allocate Time and Space in Different Ways to Achieve Different Results
  • 145
  • Select and Arrange Materials in Response to Assessment Results
  • 145
  • Use Any Apparent Sequence
  • 146
  • Look at the Need for Possible Change in Procedures
  • 147
  • 6
  • Rethink and Restructure to Meet Children "Where They Are"
  • 147
  • Examples of Using Assessment Information to Guide Instruction
  • 147
  • Play
  • 147
  • Large Muscle/Gross Motor Development
  • 150
  • Small Muscle/Fine Motor Development
  • 150
  • Challenges
  • Memory Strategies
  • 151
  • Chapter 9
  • Organizing for Assessment
  • 155
  • Integrating Assessment and Teaching
  • 155
  • Developing a Plan
  • 158
  • Considerations in Planning for Assessment
  • Professionalism in Assessment
  • 7
  • 158
  • Sample Assessment Plans
  • 160
  • Using the Plan
  • 163
  • Organizing Files and Forms
  • 164
  • Notebooks, Files, and Portfolios
  • 164
  • Forms
  • Credibility
  • 170
  • Still and Video Cameras, Audiotape Recorders, and Computers
  • 175
  • Other Aids
  • 177
  • Part III
  • Classroom and Beyond
  • Chapter 10
  • Standardized Tests: What Early Childhood Teachers Should Know
  • 182
  • 7
  • Difference between an Assessment That Has Standardized Procedures and a Standardized Test
  • 183
  • Definition of a Standardized Test
  • 183
  • Limitations and Inadequacies of Standardized Testing
  • 184
  • Technical and Educational Inadequacies
  • 184
  • Overuse and Misuse
  • 185
  • Feasibility
  • Unsuitability for the Population
  • 185
  • Undue Influence on Education
  • 185
  • Types of Standardized Tests
  • 186
  • Standardized Achievement Tests
  • 186
  • Standardized Aptitude Tests
  • 187
  • 7
  • Standardized Screening and Diagnostic Tests
  • 187
  • Standardized Testing in Early Childhood Classrooms Today
  • 188
  • Early Childhood Teacher's Role in Standardized Testing
  • 188
  • How to Find Out If a Standardized Test Is Reliable and Valid
  • 189
  • How to Administer a Standardized Test
  • 192
  • Professional Initiative and Responsibility
  • How to Explain Different Types of Test Scores
  • 193
  • How to Interpret Standardized Test Results
  • 196
  • Finding Out More about Standardized Tests
  • 197
  • Chapter 11
  • Communicating and Collaborating Using Assessment Processes and Results
  • 200
  • Communicating with Children
  • 8
  • 201
  • Communicating with Parents
  • 201
  • Before Reporting
  • 201
  • Ways to Report
  • 203
  • Communicating and Collaborating with Other Professionals
  • 211
  • Communication within the School or Center
  • Chapter 2
  • 211
  • Communication with Other Schools and Centers
  • 212
  • Communication and Collaboration in Specialized Services
  • 212
  • Communicating with Funding and Regulatory Agencies, Governing Boards, and Citizen Groups
  • 217
  • Professional and Personal Development and Learning
  • 217
  • Professional Development and Learning
  • Legal, Ethical, and Professional Responsibilities in Assessment
  • 217
  • Personal Development and Learning
  • 218
  • Appendix
  • A Assessment and Analysis Guides
  • 220
  • Appendix B
  • Developmental Red Flags for Children Ages 3 to 5
  • 243
  • 11
  • Chapter 1
  • Know and Abide by Basic Rights, Laws, and Court Rulings
  • 12
  • Right to Equal Protection under the Law
  • 12
  • Right to Due Process
  • 13
  • Right to Privacy
  • 13
  • Major Legislation
  • 14
  • Assessment in Early Childhood: A Work in Progress
  • Be Sensitive to Individual Differences
  • 15
  • Children with Special Needs
  • 16
  • Children at Risk
  • 16
  • Children Who Need Challenge
  • 16
  • Inclusive Education
  • 16
  • 1
  • Be Sensitive to Social and Cultural Differences
  • 18
  • Cultural Differences That May Influence Assessment
  • 19
  • Implications for Assessment
  • 20
  • Be Fair and Impartial
  • 22
  • Be as Objective as Possible
  • 22
  • Factors Contributing to Current Changes in Assessment
  • Ensure the Accuracy and Trustworthiness of Assessment Information
  • 24
  • Use Assessment Results in Appropriate Ways
  • 27
  • Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any One
  • 27
  • Use Assessment Results for the Intended Purposes
  • 27
  • Know and Abide by State, School District, and Center Policies
  • 27
  • 2
  • Part II
  • Assessing and Teaching
  • Chapter 3
  • Why, What, and When to Assess
  • 31
  • Assessment Decisions
  • 32
  • Why Assess?
  • 33
  • To Determine Children's Status and Progress
  • Changing Concepts of the Primary Purpose of Assessment
  • 33
  • To Provide Information for Classroom Planning and Decision Making
  • 34
  • To Identify Children Who Might Benefit from Special Help
  • 34
  • To Collect and Document Information for Reporting and Communication
  • 35
  • What to Assess?
  • 35
  • Major Child Growth and Development Domains
Control code
46909187
Dimensions
28 cm
Edition
3rd ed.
Extent
xviii, 284 pages
Isbn
9780205337170
Lccn
2001033675
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations
Label
Assessing and guiding young children's development and learning, Oralie McAfee, Deborah J. Leong
Publication
Bibliography note
Includes bibliographical references (pages 255-270) and indexes
Carrier category
volume
Carrier category code
  • nc
Carrier MARC source
rdacarrier
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • 3
  • 35
  • Expected Outcomes of the Program for Individual Children
  • 36
  • Unique Patterns of Development, Knowledge, Attitudes, and Interests
  • 38
  • Problems or Concerns about a Particular Child or Group
  • 39
  • Practical Considerations
  • 40
  • When to Assess?
  • Changing Concepts of How Children Develop and Learn
  • 41
  • Before School Starts
  • 41
  • Assess Day by Day
  • 42
  • Assess Periodically
  • 43
  • Assess before and after a Concentrated Emphasis
  • 43
  • Assess to Get Information about a Specific Problem or Concern
  • 3
  • 44
  • Chapter 4
  • Documenting: Collecting Information
  • 48
  • Multiple Windows
  • 49
  • Sources of Information
  • 50
  • Child as a Source of Information
  • 50
  • Changing Nature of School and Center Populations
  • Parents and Other Adults as a Source of Information
  • 51
  • Records as a Source of Information
  • 51
  • Methods of Collecting Information
  • 52
  • Observe Children Systematically
  • 52
  • Elicit Responses from Children
  • 53
  • 3
  • Collect Work Products from Classroom Activities
  • 58
  • Elicit Information from Parents
  • 60
  • Contexts for Assessment
  • 64
  • Characteristics of the Context
  • 64
  • Examples of Contexts for Assessment
  • 66
  • Changing Educational Outcomes, Curricula, and Instructional Strategies
  • Choosing the Appropriate Assessment Window
  • 67
  • Identify the Behavior to Be Assessed
  • 67
  • Use Authentic Assessment Measures or Windows
  • 68
  • Maximize the Chances of Seeing a Behavior
  • 68
  • Use Multiple Assessment Measures or Windows
  • 68
  • 4
  • Chapter 5
  • Documenting: Recording Information
  • 71
  • Description and Examples of Recording Procedures
  • 72
  • Procedures That Describe
  • 72
  • Procedures That Count or Tally
  • 79
  • Procedures That Rate or Rank
  • Mandated Testing and Assessment
  • 86
  • Other Procedures
  • 89
  • Selecting a Recording Procedure
  • 90
  • Purpose of the Assessment
  • 90
  • What Is Being Assessed
  • 90
  • Amount of Detail Needed
  • 5
  • 90
  • Chapter 6
  • Compiling and Summarizing Information
  • 95
  • Portfolios
  • 96
  • Purposes
  • 97
  • Basic Approaches to Portfolio Building
  • 97
  • Limitations and Inadequacies of Standardized Testing
  • Selection of Content
  • 98
  • Organization of Content
  • 100
  • Relationship of Portfolios to Other Types of Assessment
  • 103
  • Increasing the Information in Each Portfolio Item
  • 103
  • Issues
  • 109
  • Part I
  • 5
  • Group and Individual Profiles
  • 110
  • Description and Definition of Group Profiles
  • 111
  • Purposes of Group Profiles
  • 111
  • Selecting and Organizing Content of Group Profiles
  • 114
  • Description and Definition of Individual Profiles
  • 115
  • Expectations of Teachers
  • Purposes of Individual Profiles
  • 115
  • Selecting and Organizing Content of Individual Profiles
  • 116
  • Chapter 7
  • Interpreting Assessment Information
  • 120
  • Ensure the Authenticity and Trustworthiness of the Data
  • 121
  • To Determine Progress, Compare Performance at Two or More Points in Time
  • 6
  • 121
  • Work from Compilations and Summaries
  • 121
  • Look for Patterns, Including Patterns of Errors, Rather Than Isolated Instances
  • 121
  • Consider a Child's or a Group's Unique and Individual Patterns of Development, Temperament, Interests, and Dispositions
  • 122
  • Identify Areas of Concern
  • 122
  • Interpret and Understand the Meaning of Assessment Findings
  • Professional Organizations
  • 122
  • Generate Multiple Hypotheses about Possible Meanings, but Hold Them Tentatively
  • 123
  • Analyze Performance as a Band or Interval within Which a Child Is Functioning
  • 123
  • Consider the Influence of the Total Sociocultural Context on Children's Actions
  • 125
  • Compare Evidence to Developmental or Curriculum Expectations
  • 125
  • Analyze Information for Clues to Learning Processes and Strategies
  • 6
  • 130
  • Chapter 8
  • Using Assessment Information
  • 138
  • Planning Strategies
  • 139
  • Plan and Organize the Intended Changes
  • 139
  • Refer to Assessment Information as You Plan
  • 140
  • Accountability
  • Allow Time for Reflection
  • 140
  • Plan Ways to Meet Children's Assessed Needs
  • 140
  • Deliberately Incorporate the Wealth of Information, Resources, and Strategies Available to Support Young Children's Learning
  • 140
  • Plan for and with Other People in the Classroom
  • 141
  • Balance What You Might Like to Do with What Is Possible
  • 141
  • 6
  • Individual and Group Strategies
  • 141
  • For One or Two Children
  • 142
  • For Several Children
  • 143
  • Mixed-Age Classes
  • 143
  • For the Entire Group
  • 144
  • Working with Other Professionals
  • Curriculum and Classroom Modification Strategies
  • 145
  • Allocate Time and Space in Different Ways to Achieve Different Results
  • 145
  • Select and Arrange Materials in Response to Assessment Results
  • 145
  • Use Any Apparent Sequence
  • 146
  • Look at the Need for Possible Change in Procedures
  • 147
  • 6
  • Rethink and Restructure to Meet Children "Where They Are"
  • 147
  • Examples of Using Assessment Information to Guide Instruction
  • 147
  • Play
  • 147
  • Large Muscle/Gross Motor Development
  • 150
  • Small Muscle/Fine Motor Development
  • 150
  • Challenges
  • Memory Strategies
  • 151
  • Chapter 9
  • Organizing for Assessment
  • 155
  • Integrating Assessment and Teaching
  • 155
  • Developing a Plan
  • 158
  • Considerations in Planning for Assessment
  • Professionalism in Assessment
  • 7
  • 158
  • Sample Assessment Plans
  • 160
  • Using the Plan
  • 163
  • Organizing Files and Forms
  • 164
  • Notebooks, Files, and Portfolios
  • 164
  • Forms
  • Credibility
  • 170
  • Still and Video Cameras, Audiotape Recorders, and Computers
  • 175
  • Other Aids
  • 177
  • Part III
  • Classroom and Beyond
  • Chapter 10
  • Standardized Tests: What Early Childhood Teachers Should Know
  • 182
  • 7
  • Difference between an Assessment That Has Standardized Procedures and a Standardized Test
  • 183
  • Definition of a Standardized Test
  • 183
  • Limitations and Inadequacies of Standardized Testing
  • 184
  • Technical and Educational Inadequacies
  • 184
  • Overuse and Misuse
  • 185
  • Feasibility
  • Unsuitability for the Population
  • 185
  • Undue Influence on Education
  • 185
  • Types of Standardized Tests
  • 186
  • Standardized Achievement Tests
  • 186
  • Standardized Aptitude Tests
  • 187
  • 7
  • Standardized Screening and Diagnostic Tests
  • 187
  • Standardized Testing in Early Childhood Classrooms Today
  • 188
  • Early Childhood Teacher's Role in Standardized Testing
  • 188
  • How to Find Out If a Standardized Test Is Reliable and Valid
  • 189
  • How to Administer a Standardized Test
  • 192
  • Professional Initiative and Responsibility
  • How to Explain Different Types of Test Scores
  • 193
  • How to Interpret Standardized Test Results
  • 196
  • Finding Out More about Standardized Tests
  • 197
  • Chapter 11
  • Communicating and Collaborating Using Assessment Processes and Results
  • 200
  • Communicating with Children
  • 8
  • 201
  • Communicating with Parents
  • 201
  • Before Reporting
  • 201
  • Ways to Report
  • 203
  • Communicating and Collaborating with Other Professionals
  • 211
  • Communication within the School or Center
  • Chapter 2
  • 211
  • Communication with Other Schools and Centers
  • 212
  • Communication and Collaboration in Specialized Services
  • 212
  • Communicating with Funding and Regulatory Agencies, Governing Boards, and Citizen Groups
  • 217
  • Professional and Personal Development and Learning
  • 217
  • Professional Development and Learning
  • Legal, Ethical, and Professional Responsibilities in Assessment
  • 217
  • Personal Development and Learning
  • 218
  • Appendix
  • A Assessment and Analysis Guides
  • 220
  • Appendix B
  • Developmental Red Flags for Children Ages 3 to 5
  • 243
  • 11
  • Chapter 1
  • Know and Abide by Basic Rights, Laws, and Court Rulings
  • 12
  • Right to Equal Protection under the Law
  • 12
  • Right to Due Process
  • 13
  • Right to Privacy
  • 13
  • Major Legislation
  • 14
  • Assessment in Early Childhood: A Work in Progress
  • Be Sensitive to Individual Differences
  • 15
  • Children with Special Needs
  • 16
  • Children at Risk
  • 16
  • Children Who Need Challenge
  • 16
  • Inclusive Education
  • 16
  • 1
  • Be Sensitive to Social and Cultural Differences
  • 18
  • Cultural Differences That May Influence Assessment
  • 19
  • Implications for Assessment
  • 20
  • Be Fair and Impartial
  • 22
  • Be as Objective as Possible
  • 22
  • Factors Contributing to Current Changes in Assessment
  • Ensure the Accuracy and Trustworthiness of Assessment Information
  • 24
  • Use Assessment Results in Appropriate Ways
  • 27
  • Know the Limitations of Each Method of Assessment, and Guard against Overreliance on Any One
  • 27
  • Use Assessment Results for the Intended Purposes
  • 27
  • Know and Abide by State, School District, and Center Policies
  • 27
  • 2
  • Part II
  • Assessing and Teaching
  • Chapter 3
  • Why, What, and When to Assess
  • 31
  • Assessment Decisions
  • 32
  • Why Assess?
  • 33
  • To Determine Children's Status and Progress
  • Changing Concepts of the Primary Purpose of Assessment
  • 33
  • To Provide Information for Classroom Planning and Decision Making
  • 34
  • To Identify Children Who Might Benefit from Special Help
  • 34
  • To Collect and Document Information for Reporting and Communication
  • 35
  • What to Assess?
  • 35
  • Major Child Growth and Development Domains
Control code
46909187
Dimensions
28 cm
Edition
3rd ed.
Extent
xviii, 284 pages
Isbn
9780205337170
Lccn
2001033675
Media category
unmediated
Media MARC source
rdamedia
Media type code
  • n
Other physical details
illustrations

Library Locations

    • Ellis LibraryBorrow it
      1020 Lowry Street, Columbia, MO, 65201, US
      38.944491 -92.326012
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