The purpose of this book is to demonstrate how to do authentic classroom-based assessment, and then how to interpret and use that information to plan curriculum responsive to and supportive of children's learning. The fifth edition of Assessing and Guiding Young Children's Development and Learning has been revised and updated to reflect the rapidly developing concepts of appropriate assessment, expected educational outcomes, the way young children develop and learn, and the early childhood teacher's assessment responsibilities. Features: * Current Expectations of Teachers * Legal, Ethical, and Professional Responsibilities * Assessing the Assessments - explains what teachers need to know to fulfill their roles in education today * Assessment and Analysis Guides * Red Flags - a list of "red flags" that alert teachers to patterns of concerning behavior * Reflection, Study, and Discussion Prompts * Summaries and Suggested Readings * Glossary New to this edition: * New sections on emerging concepts and functions of Formative and Summative Assessment * New information and guidance for teachers working with English-language learners * New section on scaffolding * Updated legal requirements for assessment * Updated references, readings, and glossary

Table of Contents

Part I Professionalism in Assessment Chapter 1 Assessment in Early Childhood: A Work in Progress Assessment Vocabulary Expectations of Teachers Factors Contributing to Current Practices in Assessment Professional Responsibility Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 2 Legal, Ethical, and Professional Responsibilities in Assessment Know Federal, State, and Local Requirements Related to Assessment Ensure that Assessment Information is Accurate and Trustworthy Assess All Children Fairly Follow Professional and Ethical Guidelines Use Assessment Results in Appropriate Ways Summary For Personal Reflection For Further Study and Discussion Suggested Readings Part II Assessing and Teaching Chapter 3 Why, What, and When to Assess Assessment Decisions Why Assess? What to Assess? When to Assess? Some Final Thoughts Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 4 Documenting: Collecting Information Multiple Windows Sources of Information Methods of Collecting Information Contexts for Assessment Choosing the Appropriate Assessment Window Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 5 Documenting: Recording Information Description and Examples of Recording Procedures Selecting a Recording Procedure Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 6 Compiling and Summarizing Information Portfolios Group and Individual Profiles and Summaries Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 7 Interpreting Assessment Information Ensure the Authenticity and Trustworthiness of the Data Interpret and Understand the Meaning of Assessment Findings Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 8 Using Assessment Information Planning Strategies Individual and Group Strategies Curriculum and Classroom Modification Strategies Examples of Using Assessment Information to Guide Instruction Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 9 Organizing for Assessment Integrating Assessment and Teaching Developing a Plan Organizing Files and Forms Summary For Personal Reflection For Further Study and Discussion Suggested Readings Part III The Classroom and Beyond Chapter 10 Standardized Tests: What Early Childhood Teachers Should Know The Difference between an Assessment That Has Standardized Procedures and a Standardized Test Definition of a Standardized Test Limitations and Inadequacies of Standardized Testing Types of Standardized Tests The Early Childhood Teacher's Role in Standardized Testing Standardized Instruments Used to Measure Opportunities to Learn Finding Out More about Standardized Tests Summary For Personal Reflection For Further Study and Discussion Suggested Readings Chapter 11 Communicating and Collaborating Using Assessment Processes and Results Communicating with Children Communicating with Parents Communicating and Collaborating with Other Professionals Professional and Personal Development and Learning Summary For Personal Reflection For Further Study and Discussion Suggested Readings Appendix A Assessment and Analysis Guides Appendix B Developmental Red Flags for Children Ages 3 to 5 Glossary References Name Index Subject Index

Author Biography

Oralie McAfee is professor emerita of early childhood education at Metropolitan State College of Denver. She is the author of books, research papers, articles, curriculum and teacher-training materials, and other publications related to working with young children and their families in the classroom and home, and has presented on these topics throughout the United States. She has done research on assessment practices and needs in Head Start and in selected state-funded prekindergarten programs. She is author (with Deborah J. Leong and Elena Bodrova) of Basics of Assessment: A Primer for Early Childhood Educators (National Association for the Education of Young Children, 2004). Deborah J. Leong is a professor emerita of psychology at Metropolitan State College of Denver and director of the Tools of the Mind Curriculum Project, a Vygotskian-based early childhood teacher-training program. She is also a research fellow at the National Institute for Early Education Research (NIEER) working on a computerized Pre-K state standards database and a database of preschool assessment instruments with Elena Bodrova. She is co-author with Dr. McAfee and Dr. Bodrova of Basics of Assessment (National Association for the Education of Young Children, 2004). Dr. Leong is also co-author with Dr. Bodrova of Tools of the Mind: The Vygotskian Approach to Early Childhood Education (Merrill/Prentice Hall, 2007) and four educational videos (Davidson Films). She has written many articles on assessment, play, early literacy, and the development of self-regulation in young children.