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Observation and Assessment in Inclusive Early Childhood Education

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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
Author
Michelle Sands
Publisher
Northern Illinois University
Source
LibreTexts
License
CC BY
Language
EN
Category
Basic Sciences
Read online Download PDF (open licence)
Contents· 68 sections
  1. 01: Introduction to Assessment and Its Many Purposes in Early Childhood Education and Care
  2. 1.01: Assumptions and Beliefs About the Term Assessment
  3. 1.02: Assessment vs. Testing
  4. 1.03: Assessment as a Critical Component of Early Childhood Education and Practice
  5. 1.04: Defining Assessment as a Collaborative Process
  6. 1.05: Six Purposes of Early Childhood Assessment
  7. 1.06: Foundational Assessment Terms
  8. 1.07: Conclusion and References
  9. 02: Education Assessment and the Law
  10. 2.01: Introduction
  11. 2.02: Americans with Disabilities Act (2008)
  12. 2.03: Every Student Succeeds Act (2016)
  13. 2.04: Section 504 of the Rehabilitation Act of 1973
  14. 2.05: Family Educational Rights and Privacy Act (FERPA)
  15. 2.06: Individuals with Disabilities Education Act (2004)
  16. 2.07: Inclusion of Young Children with Disabilities
  17. 2.08: References
  18. 03: Quality Counts
  19. 3.01: Closing the Achievement Gap
  20. 3.02: Not all Preschool Programs are Alike
  21. 3.03: Process Quality and Structural Quality
  22. 3.04: A Look at Standard Industry Practices
  23. 3.05: The Role of the Teacher in High-Quality Practices
  24. 3.06: A Look at High-Quality Practices
  25. 3.07: Measuring High-Quality in Early Care and Education Classrooms
  26. 3.08: Conclusion and References
  27. 04: Observation and Documentation - The Key to Intentional Teaching
  28. 4.01: The Role of Observation
  29. 4.02: Becoming a Skilled Observer
  30. 4.03: Observations Can Be Spontaneous or Planned
  31. 4.04: Questions You May Want to Ask Yourself As You Plan Your Next Observation
  32. 4.05: The Role of Documentation
  33. 4.06: Objective Versus Subjective Observation Evidence
  34. 4.07: Recognizing Your Biases
  35. 4.08: Ethical Guidelines When Observing Children
  36. 4.09: Observation and Documentation Dos and Don'ts
  37. 4.10: Conclusion and References
  38. 05: Using Authentic Observation Methods Tools and Techniques to Gather Evidence
  39. 5.01: Taking the First Step - Gathering Baseline Data
  40. 5.02: Understanding the Child
  41. 5.03: Lets Get Started
  42. 5.04: A Closer Look at Observation Methods Tools and Techniques
  43. 5.05: Conclusion and References
  44. 06: How to Plan Effective and Meaningful Curriculum and Instruction
  45. 6.01: Early Childhood Curriculum and Pedagogy
  46. 6.02: Benefits of Implementing a Meaningful Curriculum
  47. 6.03: The Curriculum Planning Cycle at a Glance
  48. 6.04: A Closer Look at the Curriculum Planning Cycle
  49. 6.05: Critical Components of Play Center Plans Small and Large Group Planning and Assessment in Early Childhood Education
  50. 6.06: Summative AssessmentTo What Extent Have Students Mastered the Standards
  51. 6.07: Conclusion and References
  52. 07: The Purpose Process and Practice of Progress Monitoring Screening and Evaluating for Determining Eligiblity for Special Education Support and Services
  53. 7.01: Multi-Tiered Systems of Support Progress Monitoring and Universal Screening
  54. 7.02: Child Find Procedures and Developmental Screening
  55. 7.03: Multidisciplinary Comprehensive Evaluation for Determining Eligibility for Special Education
  56. 7.04: Conclusion and References
  57. 08: Using Standardized Assessment Tools Characteristics Methods and Techniques
  58. 8.01: Defining Standardized Assessment Tools
  59. 8.02: Norm-Referenced and Criterion-Referenced Assessment Tools
  60. 8.03: Selecting a Standardized Assessment Tool
  61. 8.04: Using Standardized Assessment Tools
  62. 8.05: Conclusion and References
  63. 09: Collaborating and Partnering with Families for Purposes of Assessment
  64. 9.01: Introduction
  65. 9.02: Documentation Boards - Not Just for Displaying Art
  66. 9.03: Assessing and Reporting Childrens Development and Progress
  67. 9.04: Family Conferences
  68. 9.05: Conclusion and References