Transcript CHAPTER 6: Using Standards and Assessment in Early Childhood Education The Whole Child: Developmental Education for the Early Years Tenth Edition Patricia Weissman Joanne Hendrick.

CHAPTER 6:
Using Standards and Assessment
in Early Childhood Education
The Whole Child:
Developmental Education for the Early Years
Tenth Edition
Patricia Weissman
Joanne Hendrick
What Are Early Learning Standards?
• Learning Standards:
o Teachers are Responsible for Organizing the
Educational Program so That Children Learn
o Specify What That Learning Involves
o Outline Expectations for Children’s Learning and
Development
o Should Cover Many Areas of Development, Not
Solely Cognitive Domain
o No Universal Set of Early Learning Standards
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Where Do Standards Come From?
• Program and School Standards
• NAEYC Program Accreditation Standards
• State Early Learning Standards
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Where Do Standards Come From?
• Federal Early Learning Standards
o The
o No
Individuals with Disabilities Education Act
Child Left Behind (NCLB) Act
o Developmentally
Appropriate Practices and
Standards Recommended by National
Organizations
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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What Is Assessment?
• Effective, Appropriate Assessment in Early
Childhood Education
o Understand
o Ongoing,
What Is to Be Assessed
Multiple Types of Observations
o Align
Assessment with Standards and with
Curriculum
o Use
Assessment to Benefit the Children
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Types of Assessment
• Developmental Screening
o Brief Test to Determine if Child Needs More
Extensive Assessment
o Used to Identify Children who may Need
Special Services
o Only Staff with Proper Training Conduct
Developmental Screening Tests
o Developmental Screening is Only First Step and
Does Not Determine Special Needs
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Types of Assessment
• Assessment That Supports Learning and
Development
o Observing
and Listening to Children
 Important
 Part
Skill for Teachers to Develop
of Intentional Teaching Approach
 Gives
Child
Information About the Children and Each
 Informs
Curriculum Planning
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Types of Assessment
• Assessment That Supports Learning and
Development
o Authentic
Assessment
 Observations
in Real-Life Natural Situations
 Keep
Notes of Informal Anecdotal
Observations
 Use
to Align With Early Learning Standards
 Use
to Align With Curriculum
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Types of Assessment
•
Assessment That Supports Learning and
Development
o Authentic
Assessment (cont.)
 Use
Conversations and Discussions to Gather
Information About the Child
 Use
Checklists to Gather Information About the
Child
 Portfolio
Assessment
 Documentation
Boards
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Types of Assessment
• Assessment That Supports Learning and Development
o Standardized
Tests

Developed According to Scientific Standards

Conform to Standards of Reliability and Validity

Strict Procedure for Administration

Numerical Scoring System Based on Comparison to
Others

Used in 3rd Grade as Part of NCLB Requirements

Several Drawbacks With Testing Young Children
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Important Principles About Assessment
• Children’s Records Are Private and Should Be Kept
Confidential
• Use Assessment to Connect with Families
• Carry Out Assessments More Than One Time
• Take Varying Ethnic/Cultural Backgrounds into
Account
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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Important Principles About Assessment
• Make Sure Assessments Are Comprehensive and
Include Measures for All Five Selves
• Put Assessment to Good Use in Planning Curriculum
• Use Assessment to Benefit Children with Disabilities
• Interpret Assessment Results Cautiously
Weissman/Hendrick. The Whole Child, 10e.
© 2014, 2010, 2006, 2001, 1996 by Pearson Education, Inc. All Rights Reserved
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