Assessment in early childhood education Sue C. Wortham.

Por:

Wortham, Sue Clark

Detalles de publicación: Upper Saddle River, New Jersey Pearson/Merrill Prentice Hall 2008.Edición: 5th edDescripción: 289 p. ill. 24 cmISBN:

9780132329149
013232914X

Tema(s):

Existencias
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	Libro	Biblioteca Mons. Iñaki Mallona (Arecibo) Colección General ab				372.126 W932a5 (Navegar estantería(Abre debajo))					Disponible			60000010090345

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Descripciones mejoradas de Syndetics:

For Assessment courses in Early Childhood Education. This revision is one of the most accessible, practical texts available on assessing young children from infancy through age 8. The book focuses on formal and informal assessment content, strategies, and examples; observation guidelines and strategies; how to use assessments for curriculum planning and for communicating with families; and the spectrum of current assessment issues. Key changes to this edition include more on infant and toddler observation, screening, and standardized testing; the impact of NCLB and Head Start National Reporting System on assessing children; more mini-case studies illustrating real assessment situations in programs and schools today; expanded information on working with children who are bilingual or limited English speakers, and expanded information on parent partnerships in Chapter 10.

Includes bibliographical references and index.

Tabla de contenidos provista por Syndetics

PART I Introduction to Assessment in Early Childhood
Chapter 1 An Overview of Assessment in Early Childhood
Chapter 2 How Infants and Young Children Should be Assessed
Part II Standardized Tests
Chapter 3 Standardized Tests: How They are Used, Designed, and Selected
Chapter 4 Standardized Tests: Using and Reporting Standardized Test Results
Part III Informal Assessments
Chapter 5 Classroom Assessments: Observation
Chapter 6 Classroom Assessments: Checklists, Rating Scales, and Rubrics
Chapter 7 Classroom Assessments: Teacher-Designed Strategies
Chapter 8 Classroom Assessments: Performance-Based Strategies
Part IV Using Assessment Systems
Chapter 9 Assessment Systems: Portfolio Assessment
Chapter 10 Assessment Systems: Communicating with Parents

Extracto provisto por Syndetics

Students preparing to become elementary school teachers take a course in tests and measurement as part of their undergraduate curriculum. Many textbooks for such courses describe both standardized and teacher-designed tests and how they are used to assess and evaluate students. Students preparing to become teachers of young children-those from infancy through the primary grades-must be prepared to measure or evaluate children who are in the period of development calledearly childhood.Tests and other types of assessments designed for young children are different from those intended for children in later grades in elementary school. Because infants and children under age 8 have developmental limitations different from those of older children, a textbook that includes discussion of assessment in the early childhood years must be written from a developmental perspective. TRADITIONAL AND AUTHENTIC ASSESSMENT STRATEGIES This book is written especially for teachers and future teachers of young children. It includes information about standardized tests and, more important, other types of assessments that are appropriate for young children, such as observation, checklists, and rating scales. Assessments designed by teachers are explained both for preschool children and for kindergarten and primary grade children who are transitioning into literacy. With the ever-growing trend toward performance assessment, portfolios, and other methods of reporting a child's performance, chapters describing these strategies have been expanded and enhanced. The approach of this edition is the development of an assessment system that includes both traditional and authentic assessment strategies in a comprehensive plan. Thus, in this edition of the text, I seek to inform the reader about all types of assessments and their appropriate use. HOW TO ASSESS YOUNG CHILDREN Earlier editions of this book were developed in response to the expressed needs of teachers and graduate students who must understand and use current trends in assessment and put them into perspective within the reality of public schools that are required to focus intensively on standardized tests. Fortunately, commercial publishers of curriculum kits and textbooks for public schools are increasingly including performance as well as traditional assessments in their guides for teachers. Portfolios are becoming common as well. Nevertheless, teachers still need help on how to maintain a balance between these new strategies and standardized testing. An important factor in the assessment of young children is when and how they should be measured. This is a controversial issue. The strengths and weaknesses of each type of assessment presented are discussed, as is research on the problems surrounding testing and evaluation in early childhood. Because many sources in the literature and other textbooks do not include the limitations as well as the merits of assessment techniques, this 4 text provides an objective perspective on issues surrounding the efficacy and effectiveness of assessment strategies. ORGANIZATION The book is divided into four parts. Part I provides an introduction to assessment in early childhood in chapters 1 and 2. Part II is devoted to standardized tests and how they are designed, used, and reported in chapters 3 and 4. Informal assessments are discussed in part III. Observation, checklists, rating scales, and rubrics are covered in chapters 5 and 6, while teacher-designed strategies and performance-based strategies are described in chapters 7 and 8. Finally, part IV is devoted to the use of assessment systems and how all the strategies discussed in the chapters leading to part IV can be incorporated into an assessment system or comprehensive assessment plan. Excerpted from Assessment in Early Childhood Education by Sue C. Wortham All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

Notas de autor provistas por Syndetics

Sue Clark Wortham is a Professor Emerita of Early Childhood and Elementary Education at the University of Texas at San Antonio. Prior to beginning a teaching career in higher education in 1979, she taught prekindergarten through second grade in public schools, worked as an administrator, and was a consultant at an education service center.

She has authored numerous texts, including Early Childhood and Curriculum: Developmental Bases for Learning and Teaching (4th ed., 2006), Merrill/Prentice Hall. She co-authored Play and Child Development (3rd ed., 2008) with Joe Frost and Stuart Reifel, also published by Merrill/Prentice Hall. Organizational publications include Childhood 1892-2002, published by the Association for Childhood Education International, and Playgrounds for Young Children: National Survey and Perspectives , co-authored with Joe Frost and published by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD).

In 1992, she as a Fullbright Scholar in Chile. She was President of the Association for Childhood Education International (ACEI) from 1995 to 1997. Since retirement, she has become very active in the development of the Global Guidelines for Early Childhood Education and Care that resulted from an international symposium held in Ruschlikon, Switzerland, in 1999. Subsequently she has a leadership role in the development, validation, and implementation of the ACEI Global Guidelines Self-Assessment Tool adapted from the original guidelines. To date it has been used in 20 countries and has been translated into Spanish, French, Chinese, and Portuguese.

Dr. Wortham has served as Director of Educational Programs for World Children's Relief and Volunteer Organization, a small nongovernmental organization (NGO) for the past four years. She is engaged in training teachers and principals in Haiti, Senegal, Burkina Faso, and Sierra Leone.

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