Assessment in early childhood education:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Boston ; Munich [u.a.]
Pearson
2012
|
| Ausgabe: | 6. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVI, 304 S. Ill. 24 cm |
| ISBN: | 9780132481229 |
Internformat
MARC
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| 040 | |a DE-604 |b ger |e aacr | ||
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| 100 | 1 | |a Wortham, Sue C. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Assessment in early childhood education |c Sue C. Wortham |
| 250 | |a 6. ed. | ||
| 264 | 1 | |a Boston ; Munich [u.a.] |b Pearson |c 2012 | |
| 300 | |a XVI, 304 S. |b Ill. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Educational tests and measurements |z United States | |
| 650 | 4 | |a Psychological tests for children |z United States | |
| 650 | 4 | |a Ability in children |z United States |x Testing | |
| 650 | 4 | |a Early childhood education |z United States |x Evaluation | |
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Datensatz im Suchindex
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| adam_text | IMAGE 1
PARTI INTRODUCTION TOASSESSMENT INEARLYCHILDHOOD
CHAPIER 1 IFL({JTJ-M -V-IUQ OLLF.R.RM.RIF(MT 11( EAI L!(JI,LLRLIOOR/ 1
CHAPIER 2 !LOT!!IJRFAL(T.R QLFR/ F/OV.TRJ (JI,LLRIRE,1( CFI,OV.IR/8E,
IF.R.RE.R.RD 28
PART11 STANDARDIZED TESTS
CHAPIER 3 1IOT!! CFTQLFR/AI RLIZD HT.R IF,.E,TI.RED,F}E.RRJL(ED, QLFR/
CFDUTD 52
CHAPIER 4 TI.RLIRJQLFR/ RE,!OT LLIRJ CFTAL(R/AI RLIZD HT RE.RV.1T.R 80
PART111 CLASSROOM ASSESSMENTS
CHAPLER5 {JB.RF,/ V-ATLOL( 110 CHAPLER6 (JH,E,EFFT:F~RATLIRJCFOA/~
AL(R/RV.BT LE,R 149
CHAPLER7 KO~-F}MRJL(D CFTT AT~/E.R 186
CHAPLER8 PE1O/ LF(AL(OER8A.RDCFT,.AT~/E.R 214
PARTIV USINGASSESSMENT SYSTEMS
CHAPIER 9 POT TLO!;O 1F.R.RE.R.RIF(E,L(T 242 CHAPLER10
(JOLF(LF(FI.I(LOATLIRJM TJ,R/J.LF(LLLE.R 277
GLOSSARY 293
INDEX 298
IMAGE 2
PARTI
CHAPTER1
INTRODUCTION TOASSESSMENT INEARLYCHILDHOOD
VIII
UNDERSTANDINGASSESSMENTIN INLANCY AND EARLY GHILDHOOD 2 WHAT IS
ASSESSMENT? 2 PURPOSESOF ASSESSMENT 3
THE EVOLUTION01 ASSESSMENT01 YOUNGGHILDREN 4 THE CHILD STUDY MOVEMENT 5
STANDARDIZED TESTS 6 HEAD START AND THE WAR ON POVERTY 7 LEGISLATIONFOR
YOUNG CHILDREN WITH DISABILITIES 7
GURRENTISSUES AND TRENDSIN ASSESSMENTIN EARLY GHILDHOODEDUCATION 11
TRENDSIN A NEW CENTURY 11
THE ACCOUNTABILITYERA 12 EMERGING ISSUES WITH NCLB 13 CONEEMS ABOUT
TESTINGYOUNG CHILDREN IN EARLY CHILDHOOD SETTINGS 14 CONEEMS ABOUT
TESTINGYOUNG CHILDREN WITH CULTURAL AND LANGUAGE DIFFERENEES 15 CONEEMS
ABOUT TESTINGYOUNG CHILDREN WITH DISABILITIES 17 AUTHENTIE AND
PEIFORMANEEASSESSMENT 19
STANDARDSFOR BEGINNING TEAEHERS 20
SUMMARY 21
REVIEW QUESTIONS 22
SUGGESTEDACTIVITIES 22
KEY TERMS 22
SELECTEDWEB SITES 23
REFERENCES 23
IMAGE 3
CHAPTER2
WHAT ASSESSMENTSHOULD00 29 PRINCIPLESFOR ASSESSMENT 29 PRINCIPLESFOR
EARLY CHILDHOODASSESSMENTS 34
HOWINFANTS ANDYOUNGCHILDRENARE ASSESSED 35
DEVELOPINGA COMPREHENSIVE SYSTEMOF ASSESSMENT 39 COMPONENTSOF AN
ASSESSMENT SYSTEM 39
USINGASSESSMENTRESULTS 42 USINGASSESSMENTRESULTS TO PLANFOR INSTRUCTION
42 USINGASSESSMENTRESULTS TO REPORTPROGRESS 42 USINGASSESSMENTRESULTS TO
EVALUATE THE INSTRUCTIONAL PROGRAM 42 ENVIRONMENTAL ASSESSMENT 43
ASSESSMENTOF YOUNGCHILDREN:THE PROCESS 43 PREASSESSMENT 44
ONGOINGASSESSMENT 44 ASSESSMENTAT THE END OF REPORTINGPERIODS 44
ASSESSMENTAT THE END OF THE SCHOOLYEAR 45
GUIDELINESFOR WORKINGWITH YOUNGCHILDRENIN AN ASSESSMENTSETTING 47
SUMMARY 48
REVIEW QUESTIONS 49
SUGGESTEDACTIVITIES 49
KEY TERMS 49
SELECTEDWEB SITES 50
REFERENCES 50
28
IX
CONTENTS
PART11
CHAPTER3
STANDARDIZED TESTS
HOWSTANDARDIZEDTESTSARE USEDWITH INFANTS AND YOUNGCHILDREN 53 TYPESOF
STANDARDIZED TESTS 53
STEPSIN STANDARDIZEDTEST DESIGN 66 SPECIFYINGTHE PURPOSEOF THE TEST 66
DETERMINING TESTFORMAT 67
IMAGE 4
X
CONTENTS
DEVELOPING EXPERIMENTAL FORMS 67
ASSEMBLING THE TEST 68 STANDARDIZING THE TEST 69 DEVELOPING THE
TESTMANUAL 69 VALIDITY AND RELIABILITY 70 FACTORSTHAT AFFECT VALIDITYAND
RELIABILITY
STANDARD ERROROF MEASUREMENT 72 71
CONSIDERATIONSIN CHOOSINGAND EVALUATINGTESTS 72
SUMMARY 75
REVIEW QUESTIONS 75
SUGGESTEDACTIVITIES 76
KEY TERMS 76
SELECTED WEB SITES 77
REFERENCES 77
CHAPTER4
USES01 NORM-RELERENCEDAND CRITERION-RELERENCEDTESTS 8T DISTINETIONS
BETWEEN NORM-REFERENCED AND CRITERION-REFERENCEDTESTS 81 USESOF
NORM-REFERENCED TESTSWITH PRESCHOOLCHILDREN 83 USESOF NORM-REFERENCED
TESTSWITH SCHOOL-AGECHILDREN 83
USESOF CRITERION-REFERENCEDTESTSWITH PRESCHOOLCHILDREN 85 USESOF
CRITERION-REFERENCEDTESTSWITH SCHOOL-AGECHILDREN 87
INTERPRETING TEST SCORES 90 THE NORMAL CURVE 90 STANDARD DEVIATIONS 90
PERCENTILERANKS AND STANINES 91 Z SCORESAND T SCORES 93
REPORTINGSTANDARDIZEDTEST RESULTS 94 INDIVIDUAL TESTRECORD 94
NORM-REFERENCED SCORES 94 CLASSREPORTS 96
SCHOOLAND DISTRICT REPORTS 96
REPORTINGTEST RESULTSTO PARENTS 98
ADVANTAGESAND DISADVANTAGES01 STANDARDIZEDTESTS TOD ADVANTAGES OF
STANDARDIZED TESTS 101 DISADVANTAGES OF STANDARDIZED TESTS 102
MISAPPLICATION OFTEST RESULTS WITH YOUNG CHILDREN 105
IMAGE 5
SUMMARY 106
REVIEW QUESTIONS
SUGGESTEDACTIVITIES
KEY TERMS 107
SELECTEDWEB SITES
REFERENCES 108
107
107
107
XI
CONTENTS
PART111
CHAPTER5
CLASSROOM ASSESSMENTS
USES01 TEACHERASSESSMENTSTRALBOIES 111 PLACEMENT EVALUATION 111
DIAGNOSTICEVALUATION AND INSTRUCTIONAL PLANNING 112 FORMATIVEAND
SUMMATIVE EVALUATION 112
ADVANLAOES01 USINOGLASSROOMASSESSMENTS 113
DISADVANTAOES01 USINOGLASSROOMASSESSMENTS 115
PURPOSES01 OBSERVATION 116 UNDERSTANDING CHILDREN SBEHAVIOR 117
EVALUATING CHILDREN S DEVELOPMENT 118 EVALUATINGLEARNING PROGRESS 121
TYPES01 OBSERVATION 124 ANECDOTAL RECORD 125 RUNNING RECORD 126 TIME
SAMPLING 128
EVENT SAMPLING 132 CHECKLISTSAND RATING SCALES 132 OBSERVATIONSAND
TECHNOLOGY 134
OBSERVINODEVELOPMENL 134 PHYSICALDEVELOPMENT 135 SOCIALAND EMOTIONAL
DEVELOPMENT 136 COGNITIVEDEVELOPMENT 138
LANGUAGEDEVELOPMENT 139
ADVANTAOESAND DISADVANTAOES01 USINOOBSERVALIONLOR ASSESSMENT 140
OBSERVATIONGUIDELINES 141 DETERMINING THE OBSERVATIONSITE 141
OBSERVERBEHAVIORSDURING THE OBSERVATION VISIT 142
IMAGE 6
XII
CONTENTS
ETHICS DURING THE OBSERVATION VISIT
AVOIDING PERSONALBIAS 143
SUMMARY 144
REVIEW QUESTIONS 144
SUGGESTEDACTIVITY 145
KEY TERMS 145
SELECTEDWEB SITES 145
REFERENCES 145
CHAPTER6
142
CHECKLISLS 150 PURPOSESOF CHECKLISTS 150 USING CHECKLISTS WITH INFANTS,
TODDLERS,AND PRESCHOOLCHILDREN 150 USING CHECKLISTS WITH
SCHOOL-AGECHILDREN 151
USING CHECKLISTS TO ASSESS CHILDREN WITH DELAYS IN DEVELOPMENT 151
HOWCHECKLISTSARE DESIGNEDAND USED 152 CHECKLISTSAS A GUIDE TO UNDERSTAND
DEVELOPMENT 154 CHECKLISTSAS A GUIDE TO DEVELOP CURRICULUM 154
CHECKLISTSAS A GUIDE TO ASSESSLEAMING AND DEVELOPMENT 159
EVALUATINGAND ASSESSINGWITH CHECKLISTS 160 EVALUATING CHECKLIST
OBJECTIVESBY OBSERVATION 160 EVALUATING CHECKLIST OBJEETIVESWITH LEAMING
ACTIVITIES 160 EVALUATING CHECKLIST OBJECTIVES WITH SPECIFIC TASKS 161
STEPSIN CHECKLIST DESIGN 161 IDENTIFICATION OF THE SKILLS TO BE INCLUDED
161 SEPARATELISTING OF TARGETBEHAVIORS 162 SEQUENTIAL ORGANIZATION OF
THE CHECKLIST 163 RECORDKEEPING 163
ADVANTAGESAND DISADVANTAGES01 USINGCHECKLISTS 165 ADVANTAGES OF USING
CHECKLISTS 165 DISADVANTAGES OF USING CHECKLISTS 165
RATINGSCALES 166 TYPESOF RATING SCALES 166 USESOF RATING SCALES 169
ADVANTAGESAND DISADVANTAGES01 RATINGSCALES 171 ADVANTAGES OF USING
RATING SCALES 171 DISADVANTAGES OF USING RATING SCALES 173
IMAGE 7
RUBRICS 114
TYPESOF RUBRICS 174 HOW RUBRICSARE DESIGNED AND USED 177
XIII
CONTENTS
ADVANTAGESAND DISADVANTAGES01 USINGRUBRICS 119
ADVANTAGESOF USINGRUBRICS 179 DISADVANTAGESOF USING RUBRICS 179
DEVELOPINGQUALITY CHECKLISTS,RATINGSCALES, AND RUBRICS 180
CHECKLISTS 180 RATING SCALES 180 RUBRICS 181
CONSISTENCYIN CONDUCTING AND SCORINGASSESSMENTS 181
SUMMARY 182
REVIEW QUESTIONS
SUGGESTEDACTIVITIES
KEY TERMS 184
SELECTEDWEB SITES
REFERENCES 184
CHAPTER7
183
183
184
PURPOSES01TEACHER-DESIGNED ASSESSMENTS AND TESTS 187
186
213
212
212
TYPES01TESTS USEDWITH PRESCHOOLAND PRIMARY-GRADECHILDREN 188
HOWTESTSARE OESIGNEDAND USED 193 STEPS IN TESTDESIGN 193
ADVANTAGESAND DISADVANTAGES01 USINGTEACHER-DESIGNED ASSESSMENTS 207
DEVELOPINGQUALITYTEACHER-DESIGNED ASSESSMENTS 210 CONCRETETASKSFOR
PRESCHOOL 211 TESTSFOR PRIMARY-GRADECHILDREN 211
SUMMARY 211
REVIEW QUESTIONS
SUGGESTEDACTIVITIES
KEY TERMS 213
SELECTEDWEB SITES
REFERENCES 213
IMAGE 8
XIV CHAPTER B
------------------------------
CONTENTS
AUTHENTIELEARNING AND AUTHENTIEASSESSMENT 2T 5
PURPOSESFOR PERFORMANCE-BASED ASSESSMENT 216
TYPESOF PERFORMANCE-BASED ASSESSMENT 217 INTERVIEWS 217 CONTRAETS 218
DIREETEDASSIGNMENTS 219
GAMES 220
WORK SAMPIES 221 PROJEETS 222 PORTFOLIOS 222
UNDERSTANDINGTHE INTERRELATED NATURE OF PERFORMANCEASSESSMENTS 223 THE
ROLE OF THE TEAEHER 223
CLASSIFICATION AND ORGANIZATIONOF PERFORMANCEASSESSMENTS 225 THE ROLE OF
OBSERVATION 226 THE ROLE OF DOEUMENTATION 227 THE ROLE OF RUBRIES 228
STANDARDSAND PERFORMANCE-BASED ASSESSMENT 230 CONNEETING STANDARDS TO
AUTHENTIE LEARNING 230 CONNEETING STANDARDS TO PEIFORMANEEASSESSMENT 231
211
ADVANTAGESAND DISADVANTAGESOF USINGPERFORMANCE-BASED ASSESSMENT 234
ADVANTAGES OF USING PEIFORMANEE-BASEDASSESSMENT 234 DISADVANTAGES OF
USING PERFORMANEE-BASEDASSESSMENT 235
DEVELOPINGQUALITY PERFORMANCEASSESSMENTS 237
SUMMARY 237
REVIEW QUESTIONS
SUGGESTEOACTIVITIES
KEY TERMS 239
SELECTEO WEB SITES
REFERENCES 240
23B
239
239
IMAGE 9
243
244
274
274
274
PARTIV USING ASSESSMENT SYSTEMS
CHAPTER9
UNDERSTANDING THE NEED!OR ALTERNATIVE ASSESSMENT
AND REPORTINGSYSTEMS 243 USINGALTERNATIVE ASSESSMENTSAPPROPRIATELY
LIMITATIONS OF LETTER GRADESAND REPORTCARDS
PORTFOLIO ASSESSMENT 245 PURPOSESOF PORTFOLIOASSESSMENT 245
ORGANIZINGPORTFOLIOS 247 TYPESOF PORTFOLIOS 247 ORGANIZING
PORTFOLIOSUSING A DEVELOPMENTALAPPROACH 249 ORGANIZING PORTFOLIOSUSING A
SUBJECT-AREAAPPROACH 250
SETTINGUP PORTFOLIOS 252 STEPS IN GETTING STARTED 252 CO/LECTINGAND
ORGANIZING WORK 254 SELECTINGPORTFOLIOASSESSMENTS 255 ANALYZING
PORTFOLIOASSESSMENTS 259
STRATEGIESFOR DEVELOPINGSUCCESSFULPORTFOLIOS 262
ADVANTAGESAND DISADVANTAGESO! USINGPORTFOLIOS
TO REPORTSTUDENTPROGRESS 262
DEVELOPINGQUALITY PORTFOLIO ASSESSMENTS 263
STRATEGIES!OR REPORTINGSTUDENTPROGRESS 264 USINGPORTFOLIOSTO
REPORTSTUDENT PROGRESS 264 USINGNARRATIVE REPORTSTO REPORTSTUDENT
PROGRESS 264 ADVANTAGESAND DISADVANTAGESOF USING NARRATIVE REPORTS
TO REPORTSTUDENT PROGRESS 268
MODELASSESSMENTAND REPORTINGSYSTEMS 269 PROJECTSPECTRUM 269 THE WORK
SAMPLING SYSTEM 270 THE PRESCHOOLCHILD OBSERVATIONRECORD 271
TEACHER-DESIGNEDSYSTEMS 272
SUMMARY 273
REVIEW QUESTIONS
SUGGESTEDACTIVITIES
SELECTEDWEB SITES
REFERENCES 274
212
XV
CONTENTS
IMAGE 10
XVI CHAPTER 10
CONTENTS
DEVELOPINGSCHOOL-FAMILYPARTNERSHIPS 278
ROLESFOR FAMILIES IN THE CHILD S DEVELOPMENT AND LEARNING 278
ESTABLISHINGRELATIONSHIPSWITH FAMILIES 279 USING PROFESSIONALETHICS IN
SCHOOL-FAMILY PARTNERSHIPS 281 ASSESSMENT ROLESOF FAMILIESOF CHILDREN
WITH DISABILITIES 282
INVOLVING ALL PARENTS IN THE ASSESSMENT PROCESS 282
GOMMUNICATING WITH FAMILIESABOUTGHILDREN SPROGRESS 284 TYPESOF PARENT
CONFERENCES 284 CONDUCTING FAMILY CONFERENCES 286
SUMMARY: LOOKINGTO THE FUTURE 289
REVIEW QUESTIONS 291
SUGGESTEDACTIVITIES 291
SELECTEDWEB SITES 291
REFERENCES 292
GLOSSARY 293
INDEX 298
271
|
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| id | DE-604.BV040025408 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:16:23Z |
| institution | BVB |
| isbn | 9780132481229 |
| language | English |
| lccn | 2010054568 |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-024882416 |
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| physical | XVI, 304 S. Ill. 24 cm |
| publishDate | 2012 |
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| spelling | Wortham, Sue C. Verfasser aut Assessment in early childhood education Sue C. Wortham 6. ed. Boston ; Munich [u.a.] Pearson 2012 XVI, 304 S. Ill. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Educational tests and measurements United States Psychological tests for children United States Ability in children United States Testing Early childhood education United States Evaluation Schulleistungsmessung (DE-588)4077202-0 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g Schulleistungsmessung (DE-588)4077202-0 s DE-604 V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024882416&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Wortham, Sue C. Assessment in early childhood education Educational tests and measurements United States Psychological tests for children United States Ability in children United States Testing Early childhood education United States Evaluation Schulleistungsmessung (DE-588)4077202-0 gnd |
| subject_GND | (DE-588)4077202-0 (DE-588)4078704-7 |
| title | Assessment in early childhood education |
| title_auth | Assessment in early childhood education |
| title_exact_search | Assessment in early childhood education |
| title_full | Assessment in early childhood education Sue C. Wortham |
| title_fullStr | Assessment in early childhood education Sue C. Wortham |
| title_full_unstemmed | Assessment in early childhood education Sue C. Wortham |
| title_short | Assessment in early childhood education |
| title_sort | assessment in early childhood education |
| topic | Educational tests and measurements United States Psychological tests for children United States Ability in children United States Testing Early childhood education United States Evaluation Schulleistungsmessung (DE-588)4077202-0 gnd |
| topic_facet | Educational tests and measurements United States Psychological tests for children United States Ability in children United States Testing Early childhood education United States Evaluation Schulleistungsmessung USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024882416&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| work_keys_str_mv | AT worthamsuec assessmentinearlychildhoodeducation |