Assessing and guiding young children's development and learning:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2011
|
| Ausgabe: | 5. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | XVII, 267 S. Ill. |
| ISBN: | 9780137041275 0137041276 |
Internformat
MARC
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Datensatz im Suchindex
| _version_ | 1804141229948010496 |
|---|---|
| adam_text | *************************************** CONTENTS PREFACE XI ABOUT THE
AUTHORS XVII PART I CHAPTER 1 CHAPTER 2 PROFESSIONALISM IN ASSESSMENT
ASSESSMENT IN EARLY CHILDHOOD: A WORK IN PROGRESS ASSESSMENT VOCABULARY
2 EXPECTATIONS OF TEACHERS 3 PROFESSIONAL ORGANIZATIONS 3 PARENTS,
POLIEY MAKERS, AND THE GENERAL PUBLIE 4 OTHER PROFESSIONALS 4 FACTORS
CONTRIBUTING TO CURRENT PRACTICES IN ASSESSMENT 5 REQUIRED TESTING AND
ASSESSMENT 5 THE DIVERSITY OF CHILDREN AND FAMILIES 5 CONEEPTS ABOUT
CHILDREN S DEVELOPMENT AND LEARNING 6 CONEEPTS ABOUT THE PLAEE OF
ASSESSMENT IN TEAEHING AND LEARNING 6 LIMITATIONS AND INADEQUAEIES OF
STANDARDIZED TESTING 7 PROFESSIONAL RESPONSIBILITY 8 SUMMARY 8 FOR
PERSONAL REFLECTION 9 FOR FURTHER STUDY AND DISCUSSION 9 SUGGESTED
READINGS 9 LEGAL, ETHICAL, AND PROFESSIONAL RESPONSIBILITIES IN
ASSESSMENT 11 FEDERAL, STATE, AND LOCAL REQUIREMENTS RELATED TO
ASSESSMENT 12 FEDERAL REQUIREMENTS 12 STATE AND LOEAL REQUIREMENTS 14
ENSURE THAT ASSESSMENT INFORMATION IS ACCURATE AND TRUSTWORTHY 15
RELIABILITY 15 VALIDITY 16 FAIRNESS 17 III IV PART 11 CONTENTS ASSESS
ALL CHILDREN FAIRLY 18 CHILDREN WITH DISABILITIES 18 CHILDREN WHO NEED
CHALLENGE 18 CHILDREN FROM DIVERSE SOCIAL, CULTURAL, AND LINGUISTIC
BACKGROUNDS 19 CULTURAL AND LINGUISTIC DIFFERENCES THAT MAY INFLUENCE
ASSESSMENT 20 IMPLICATIONS FOR ASSESSMENT 21 DUAL-LANGUAGE
LEARNERS/ENGLISH-LANGUAGE LEARNERS 23 FOLLOW PROFESSIONAL AND ETHIEAL
GUIDELINES 23 BE AS OBJECTIVE AS POSSIBLE 23 MAINTAIN CONFIDENTIALITY 24
USE ASSESSMENT RESULTS IN APPROPRIATE WAYS 25 KNOW THE LIMITATIONS OF
EACH METHOD OF ASSESSMENT, AND GUARD AGAINST OVERRELIANCE ON ANY ONE 25
USE ASSESSMENT RESULTS FOR THE INTENDED PURPOSES 26 SUMMARY 26 FOR
PERSONAL REFLEETION 27 FOR FURTHER STUDY AND DISCUSSION 27 SUGGESTED
READINGS 27 ASSESSING AND TEACHING CHAPTER 3 WHY, WHAT, AND WHEN TO
ASSESS 29 ASSESSMENT DECISIONS 30 WHY ASSESS? 31 TO MONITOR CHILDREN S
DEVELOPMENT AND LEARNING 31 TO GUIDE CLASSROOM PLANNING AND
DECISION-MAKING IN ORDER TO HELP CHILDREN LEARN 32 TO IDENTIFY CHILDREN
WHO MIGHT BENEFIT FROM SPECIAL HELP 32 TO REPORT TO AND COMMUNICATE WITH
OTHERS 32 WHAT TO ASSESS? 33 ASSESS TO KNOW CHILDREN INDIVIDUALLY AND AS
MEMBERS OF A GROUP 33 ASSESS PROGRESS TOWARD EXPECTED OUTCOMES IN
DEVELOPMENT AND LEARNING 34 EXPECTED CHILD OUTCOMES IN MAJOR DEVELOPMENT
DOMAINS 34 EXPECTED CHILD OUTCOMES STATED AS STANDARDS 35 PRACTICAL
CONSIDERATIONS 39 WHEN TO ASSESS? 41 BEFORE THE SCHOOL YEAR STARTS 42 DO
REQUIRED ASSESSMENTS AT THE SPECIFIED TIME 42 ASSESS DAY BY DAY 42
ASSESS PERIODICALLY 42 CONTENTS ASSESS BEFORE AND AFTER A CONEENTRATED
EMPHASIS 43 ASSESS WHEN A SPEEIFIE PROBLEM OR CONEERN ARISES 44 SOME
FINAL THOUGHTS 44 SUMMARY 45 FOR PERSONAL REFLECTION 45 FOR FURTHER
STUDY AND DISCUSSION 45 SUGGESTED READINGS 46 V CHAPTER 4 DOCUMENTING:
COLLECTING INFORMATION 47 MULTIPLE WINDOWS 48 SOURCES OF INFORMATION 49
THE CHILD AS A SOUREE OF INFORMATION 49 PARENTS AND OTHER ADULTS AS A
SOUREE OF INFORMATION 50 REEORDS AS A SOUREE OF INFORMATION 50 METHODS
OFCOLLECTING INFORMATION 51 OBSERVE CHILDREN SYSTEMATIEALLY 51 ELIEIT
RESPONSES FROM CHILDREN 52 COLLEET WORK PRODUETS FROM CLASSROOM
AETIVITIES 57 ELIEIT INFORMATION FROM PARENTS 59 CONTEXTS FOR ASSESSMENT
63 CHARAETERISTIES OF THE CONTEXT 63 EXAMPLES OF CONTEXTS FOR ASSESSMENT
65 CHOOSING THE APPROPRIATE ASSESSMENT WINDOW 66 IDENTIFY THE BEHAVIOR
TO BE ASSESSED 66 USE AUTHENTIE ASSESSMENT MEASURES OR WINDOWS 66
MAXIMIZE THE CHANCES OF SEEING A BEHAVIOR 66 USE MULTIPLE ASSESSMENT
MEASURES OR WINDOWS 67 SUMMARY 70 FOR PERSONAL REFLECTION 70 FOR FURTHER
STUDY AND DISCUSSION 70 SUGGESTED READINGS 71 CHAPTER 5 DOCUMENTING:
RECORDING INFORMATION 72 DESCRIPTION AND EXAMPLES OFRECORDING PROCEDURES
74 PROEEDURES THAT DESERIBE 74 PROEEDURES THAT COUNT OR TALLY 81
PROEEDURES THAT RATE OR RANK 87 RATING SCALES AND RUBRIES 88 OTHER
PROEEDURES 90 SELECTING A RECORDING PROCEDURE 91 PURPOSE OF THE
ASSESSMENT 91 VI CONTENTS WHAT IS BEING ASSESSED 91 AMOUNT OF DETAIL
EEDED 91 PRACTICAL CONSIDERATIONS 92 SUMMARY 94 FOR PERSONAL RETLECTION
94 FOR FURTHER STUDY AND DISCUSSION 95 SUGGESTED READINGS 95 CHAPTER 6
COMPILING AND SUMMARIZING INFORMATION 96 PORTFOLIOS 97 DESCRIPTION AND
DEFINITION 97 PURPOSES 97 BASIC APPROACHES TO PORTFOLIO BUILDING 98
SELECTION OF CONTENT 99 ORGANIZATION OF CONTENT 100 RE1ATIONSHIP OF
POLTFOLIOS TO OTHER TYPES OF ASSESSMENT 103 INCREASING THE INFORMATION
IN EACH PORTFOLIO ITEM 104 GROUP AND INDIVIDUAL PROFILES AND SUMMARIES
110 PUBLISHED SUMMARY FORMS 111 DESCRIPTION AND DEFINITION OF GROUP
PROFILES 113 PURPOSES OF GROUP PROFILES 114 DESCRIPTION AND DEFINITION
OF INDIVIDUAL PROFILES 116 PURPOSES OF INDIVIDUAL PROFILES 117 SUMMARY
118 FOR PERSONAL RETLECTION 119 FOR FURTHER STUDY AND DISCUSSION 119
SUGGESTED READINGS 119 CHAPTER 7 INTERPRETING AESSESSMENT INFORMATION 121
ENSURE THE AUTHENTICITY AND TRUSTWORTHINESS OF THE DATA 122 TO MONITOR
PROGRESS, COMPARE PERFORMANCE AT TWO OR MORE POINTS IN TIME 122 WORK
FROM COMPILATIONS AND SUMMARIES 122 LOOK FAR PATTERNS, INCLUDING
PATTERNS OF ERRARS, RATHER THAN ISOLATED INSTANCES 122 CONSIDER A
CHILD S OR A GROUP S DISTINCTIVE PATTERNS OF DEVELOPMENT, TEMPERAMENT,
INTERESTS, AND APPROACHES TO LEARNING 123 IDENTIFY AREAS OF CONCERN 123
INTERPRET AND UNDERSTAND THE MEANING OF ASSESSMENT FINDINGS 123 GENERATE
MULTIPLE HYPOTHESES ABOUT POSSIBLE MEANINGS, BUT HOLD THEM TENTATIVE1Y
124 CONTENTS ANALYZE PERFORMANCE AS A BAND OR INTERVAL WITHIN WHICH A
CHILD IS FUNCTIONING 124 CONSIDER THE INFLUENCE OF THE CONTEXT ON
CHILDREN S ACTIONS 126 COMPARE EVIDENCE TO DEVELOPMENTAL OR CURRICULUM
EXPECTATIONS ANALYZE INFORMATION FOR CLUES TO LEARNING PROCESSES AND
STRATEGIES SUMMARY 135 FOR PERSONAL REFLECTION 136 FOR FURTHER STUDY AND
DISCUSSION 136 SUGGESTED READINGS 137 126 130 VII CHAPTER 8 USING
AESSESSMENT INFORMATION 138 PLANNING STRATEGIES 139 PLAN AND ORGANIZE THE
INTENDED CHANGES 139 REFER TO EXPECTED OUTCOMES AND ASSESSMENT
INFORMATION AS YOU PLAN 139 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
140 BALANCE WHAT YOU MIGHT LIKE TO DO WITH WHAT IS POSSIBLE 141
INDIVIDUAL AND GROUP STRATEGIES 142 FOR ONE OR TWO CHILDREN 142 FOR
SEVERAL CHILDREN 143 MIXED-AGE CLASSES 144 FOR THE ENTIRE GROUP 144
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 146 USE ANY APPARENT
SEQUENCE 146 USE RESULTS TO PLAN SCAFFOLDING 147 LOOK AT THE NEED FAR
POSSIBLE CHANGE IN PROCEDURES 148 RETHINK AND RESTRUCTURE TO MEET
CHILDREN WHERE THEY ARE 148 EXAMPLES OF USING ASSESSMENT INFORMATION
TO GUIDE INSTRUCTION 148 PLAY PLANNING 148 SMALL MUSCLE/FINE MOTOR
DEVELOPMENT 151 EARLY LITERACY DEVELOPMENT 151 SUMMARY 153 FOR PERSONAL
REFLECTION 154 FOR FURTHER STUDY AND DISCUSSION 154 SUGGESTED READINGS
155 VIII CHAPTER 9 CONTENTS ORGANIZING FOR AESSESSMENT 156 182 182 PART
111 CHAPTER 10 INTEGRATING ASSESSMENT AND TEAEWNG 156 GENERAL GUIDELINES
157 DEVELOPING A PLAN 159 CONSIDERATIONS IN PLANNING FOR ASSESSMENT 159
SAMPLE ASSESSMENT PLANS 162 USING THE PLAN 163 ORGANIZING FILES AND
FORMS 163 NOTEBOOKS, FILES, AND PORTFOLIOS 164 FORMS 166 OTHER AIDS 173
SUMMARY 174 FOR PERSONAL REFLEETION 175 FOR FURTHER STUDY AND DISEUSSION
175 SUGGESTED READINGS 175 THE CLASSROOM AND BEYOND STANDARDIZED TESTS:
WHAT EARLY CHILDHOOD TEACHERS SHOULD KNOW 176 THE DIFFERENEE BETWEEN AN
ASSESSMENT THAT HAS STANDARDIZED PROEEDURES AND A STANDARDIZED TEST 177
DEFINITION OF A STANDARDIZED TEST 177 PUBLISHED ONSTANDARDIZED TESTS AND
ASSESSMENT INSTRUMENTS 178 LIMITATIONS AND INADEQUACIES OF STANDARDIZED
TESTING 178 TECHNICAL AND EDUCATIONAL INADEQUACIES 178 OVERUSE AND
MISUSE 178 UNSUITABILITY FOR THE POPULATION 179 UNDUE INFLUENCE ON
EDUCATION 179 TYPES OF STANDARDIZED TESTS 180 STANDARDIZED ACHIEVEMENT
TESTS 180 STANDARDIZED APTITUDE TESTS 181 STANDARDIZED SCREENING AND
DIAGNOSTIC TESTS 181 THE EARLY CHILDHOOD TEAEHER S ROLE IN STANDARDIZED
TESTING HOW TO FIND OUT IF A STANDARDIZED TEST IS RELIABLE AND VALID HOW
TO ADMINISTER A STANDARDIZED TEST 185 HOW TO EXPLAIN DIFFERENT TYPES OF
TEST SCORES 186 HOW TO INTERPRET STANDARDIZED TEST RESULTS 189 CHAPTER
11 CONTENTS STANDARDIZED INSTNIMENTS USED TO MEASURE OPPORTUNITIES TO
LEARN FINDING OUT MORE ABOUT STANDARDIZED TESTS 191 SUMMARY 191 FOR
PERSONAL REFLECTION 192 FOR FURTHER STUDY AND DISCUSSION 192 SUGGESTED
READINGS 192 COMMUNICATING AND COLLABORATING USING AESSESSMENT PROCESSES
AND RESULTS 193 COMMUNICATING WITH CHILDREN 194 COMMUNICATING WITH
PARENTS 194 BEFORE REPORTING 194 WAYS TO REPORT 196 COMMUNICATING AND
COLLABORATING WITH OTHER PROFESSIONALS 205 COMMUNICATION WITHIN THE
SCHOOL OR CENTER 205 COMMUNICATION WITH OTHER SCHOOLS AND CENTERS 205
COMMUNICATION AND COLLABORATION IN SPECIALIZED SERVICES 205 PROFESSIONAL
AND PERSONAL DEVELOPMENT AND LEARNING 209 PROFESSIONAL DEVELOPMENT AND
LEARNING 209 PERSONAL DEVELOPMENT AND LEARNING 210 SUMMARY 210 FOR
PERSONAL REFLECTION 211 FOR FURTHER STUDY AND DISCUSSION 211 SUGGESTED
READINGS 211 APPENDIX A ASSESSMENTAND ANALYSIS GUIDES 213 APPENDIX B
DEVELOPMENTAL RED FLAGSFOR CHILDREN AGES 3 TO 5 239 GLOSSARY 246
REFERENCES 248 NAME INDEX 259 SUBJECT INDEX 263 IX 190
|
| any_adam_object | 1 |
| author | McAfee, Oralie D. Leong, Deborah J. |
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| building | Verbundindex |
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| callnumber-search | LB1139.25 |
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| callnumber-subject | LB - Theory and Practice of Education |
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| ctrlnum | (OCoLC)457157076 (DE-599)BVBBV036122345 |
| dewey-full | 372.12/64 |
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| dewey-ones | 372 - Primary education (Elementary education) |
| dewey-raw | 372.12/64 |
| dewey-search | 372.12/64 |
| dewey-sort | 3372.12 264 |
| dewey-tens | 370 - Education |
| discipline | Pädagogik |
| edition | 5. ed. |
| format | Book |
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| id | DE-604.BV036122345 |
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| indexdate | 2024-07-09T22:12:34Z |
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| isbn | 9780137041275 0137041276 |
| language | English |
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| physical | XVII, 267 S. Ill. |
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| publisher | Pearson |
| record_format | marc |
| spelling | McAfee, Oralie D. Verfasser aut Assessing and guiding young children's development and learning Oralie McAfee, Deborah J. Leong 5. ed. Boston ; Munich [u.a.] Pearson 2011 XVII, 267 S. Ill. txt rdacontent n rdamedia nc rdacarrier Early childhood education United States School children Rating of United States Educational tests and measurements United States Classroom management United States Schultest (DE-588)4053566-6 gnd rswk-swf Kleinkinderziehung (DE-588)4073498-5 gnd rswk-swf Grundschule (DE-588)4022349-8 gnd rswk-swf Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf Schulkind (DE-588)4077197-0 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulkind (DE-588)4077197-0 s Schulleistungsmessung (DE-588)4077202-0 s DE-604 Schultest (DE-588)4053566-6 s Grundschule (DE-588)4022349-8 s 1\p DE-604 Kleinkinderziehung (DE-588)4073498-5 s 2\p DE-604 Leong, Deborah J. Verfasser aut Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019012302&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | McAfee, Oralie D. Leong, Deborah J. Assessing and guiding young children's development and learning Early childhood education United States School children Rating of United States Educational tests and measurements United States Classroom management United States Schultest (DE-588)4053566-6 gnd Kleinkinderziehung (DE-588)4073498-5 gnd Grundschule (DE-588)4022349-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Schulkind (DE-588)4077197-0 gnd |
| subject_GND | (DE-588)4053566-6 (DE-588)4073498-5 (DE-588)4022349-8 (DE-588)4077202-0 (DE-588)4077197-0 (DE-588)4078704-7 |
| title | Assessing and guiding young children's development and learning |
| title_auth | Assessing and guiding young children's development and learning |
| title_exact_search | Assessing and guiding young children's development and learning |
| title_full | Assessing and guiding young children's development and learning Oralie McAfee, Deborah J. Leong |
| title_fullStr | Assessing and guiding young children's development and learning Oralie McAfee, Deborah J. Leong |
| title_full_unstemmed | Assessing and guiding young children's development and learning Oralie McAfee, Deborah J. Leong |
| title_short | Assessing and guiding young children's development and learning |
| title_sort | assessing and guiding young children s development and learning |
| topic | Early childhood education United States School children Rating of United States Educational tests and measurements United States Classroom management United States Schultest (DE-588)4053566-6 gnd Kleinkinderziehung (DE-588)4073498-5 gnd Grundschule (DE-588)4022349-8 gnd Schulleistungsmessung (DE-588)4077202-0 gnd Schulkind (DE-588)4077197-0 gnd |
| topic_facet | Early childhood education United States School children Rating of United States Educational tests and measurements United States Classroom management United States Schultest Kleinkinderziehung Grundschule Schulleistungsmessung Schulkind USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=019012302&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT mcafeeoralied assessingandguidingyoungchildrensdevelopmentandlearning AT leongdeborahj assessingandguidingyoungchildrensdevelopmentandlearning |