Nguồn ngoài

Observation and Assessment in Inclusive Early Childhood Education

This text provides a holistic treatment of the observation and assessment of young children. It addresses the skills and knowledge for teachers in early childhood general education, special education and/or blended classrooms.

Social Sciences

Tác giả: Michelle Sands
Nhà xuất bản: Northern Illinois University
Nguồn: LibreTexts
Giấy phép: CC BY
Ngôn ngữ: EN
Danh mục: Khoa học cơ bản

Đọc trực tuyến Tải PDF (nguồn mở)

Mục lục· 68 mục

01: Introduction to Assessment and Its Many Purposes in Early Childhood Education and Care
1.01: Assumptions and Beliefs About the Term Assessment
1.02: Assessment vs. Testing
1.03: Assessment as a Critical Component of Early Childhood Education and Practice
1.04: Defining Assessment as a Collaborative Process
1.05: Six Purposes of Early Childhood Assessment
1.06: Foundational Assessment Terms
1.07: Conclusion and References
02: Education Assessment and the Law
2.01: Introduction
2.02: Americans with Disabilities Act (2008)
2.03: Every Student Succeeds Act (2016)
2.04: Section 504 of the Rehabilitation Act of 1973
2.05: Family Educational Rights and Privacy Act (FERPA)
2.06: Individuals with Disabilities Education Act (2004)
2.07: Inclusion of Young Children with Disabilities
2.08: References
03: Quality Counts
3.01: Closing the Achievement Gap
3.02: Not all Preschool Programs are Alike
3.03: Process Quality and Structural Quality
3.04: A Look at Standard Industry Practices
3.05: The Role of the Teacher in High-Quality Practices
3.06: A Look at High-Quality Practices
3.07: Measuring High-Quality in Early Care and Education Classrooms
3.08: Conclusion and References
04: Observation and Documentation - The Key to Intentional Teaching
4.01: The Role of Observation
4.02: Becoming a Skilled Observer
4.03: Observations Can Be Spontaneous or Planned
4.04: Questions You May Want to Ask Yourself As You Plan Your Next Observation
4.05: The Role of Documentation
4.06: Objective Versus Subjective Observation Evidence
4.07: Recognizing Your Biases
4.08: Ethical Guidelines When Observing Children
4.09: Observation and Documentation Dos and Don'ts
4.10: Conclusion and References
05: Using Authentic Observation Methods Tools and Techniques to Gather Evidence
5.01: Taking the First Step - Gathering Baseline Data
5.02: Understanding the Child
5.03: Lets Get Started
5.04: A Closer Look at Observation Methods Tools and Techniques
5.05: Conclusion and References
06: How to Plan Effective and Meaningful Curriculum and Instruction
6.01: Early Childhood Curriculum and Pedagogy
6.02: Benefits of Implementing a Meaningful Curriculum
6.03: The Curriculum Planning Cycle at a Glance
6.04: A Closer Look at the Curriculum Planning Cycle
6.05: Critical Components of Play Center Plans Small and Large Group Planning and Assessment in Early Childhood Education
6.06: Summative AssessmentTo What Extent Have Students Mastered the Standards
6.07: Conclusion and References
07: The Purpose Process and Practice of Progress Monitoring Screening and Evaluating for Determining Eligiblity for Special Education Support and Services
7.01: Multi-Tiered Systems of Support Progress Monitoring and Universal Screening
7.02: Child Find Procedures and Developmental Screening
7.03: Multidisciplinary Comprehensive Evaluation for Determining Eligibility for Special Education
7.04: Conclusion and References
08: Using Standardized Assessment Tools Characteristics Methods and Techniques
8.01: Defining Standardized Assessment Tools
8.02: Norm-Referenced and Criterion-Referenced Assessment Tools
8.03: Selecting a Standardized Assessment Tool
8.04: Using Standardized Assessment Tools
8.05: Conclusion and References
09: Collaborating and Partnering with Families for Purposes of Assessment
9.01: Introduction
9.02: Documentation Boards - Not Just for Displaying Art
9.03: Assessing and Reporting Childrens Development and Progress
9.04: Family Conferences
9.05: Conclusion and References