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Discussion: How Infants and Young Children Should be Assessed

Discussion: How Infants and Young Children Should be Assessed

Pearson New International Edition

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Assessment in Early Childhood Education Sue C. Wortham

Sixth Edition

Pearson Education Limited Edinburgh Gate Harlow Essex CM20 2JE England and Associated Companies throughout the world

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© Pearson Education Limited 2014

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without either the prior written permission of the publisher or a licence permitting restricted copying in the United Kingdom issued by the Copyright Licensing Agency Ltd, Saffron House, 6–10 Kirby Street, London EC1N 8TS.

All trademarks used herein are the property of their respective owners. The use of any trademark in this text does not vest in the author or publisher any trademark ownership rights in such trademarks, nor does the use of such trademarks imply any affi liation with or endorsement of this book by such owners.

ISBN 10: 1-269-37450-8 ISBN 13: 978-1-269-37450-7

British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library

Printed in the United States of America

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ISBN 10: 1-292-04107-2 ISBN 13: 978-1-292-04107-0

ISBN 10: 1-292-04107-2 ISBN 13: 978-1-292-04107-0

Table of Contents

P E A R S O N C U S T O M L I B R A R Y

I

Glossary

1

1Sue C. Wortham

1. An Overview of Assessment in Early Childhood

7

7Sue C. Wortham

2. How Infants and Young Children Should be Assessed

35

35Sue C. Wortham

3. How Standardized Tests Are Used, Designed, and Selected

61

61Sue C. Wortham

4. Using and Reporting Standardized Test Results

91

91Sue C. Wortham

5. Observation

123

123Sue C. Wortham

6. Checklists, Rating Scales, and Rubrics

163

163Sue C. Wortham

7. Teacher-Designed Strategies

201

201Sue C. Wortham

8. Performance-Based Strategies

231

231Sue C. Wortham

9. Portfolio Assessment

261

261Sue C. Wortham

10. Communicating with Families

297

297Sue C. Wortham

313

313Index

II

Glossary

achievement test A test that measures the extent to which a person has acquired information or mastered certain skills, usually as a result of instruction or training.

alternative assessment An assessment that is different from traditional written or multiple-choice tests. Usually related to authentic and performance assessments.

alternative-form reliability The correlation between results on alternative forms of a test. Reliability is the extent to which the two forms are consistent in measuring the same attributes.

analytic rubric A rubric that provides diag- nostic feedback and is more specific than a holistic rubric.

anecdotal record A written description of an incident in a child’s behavior that can be significant in understanding the child.

aptitude test A test designed to predict future learning or performance on some task if appropriate education or training is provided.

arena assessment An assessment process whereby a group of specialists in develop- mental disabilities observes a child in natural play and working situations. A profile of the child is developed by the group, comparing their individual observations of some facet of the child’s behaviors.

assessment software Software that has been developed to enable children to be assessed using a computer. Textbook pub- lishers and developers of early childhood assessment tools make assessment

software available as an option alongside traditional assessment tools.

attitude measure An instrument that mea- sures how an individual is predisposed to feel or think about something (a referent). A teacher can design a scale to measure students’ attitudes toward reading or mathematics.

authentic achievement Learning that is real and meaningful. Achievement that is worthwhile.

authentic assessment An assessment that uses some type of performance by a child to demonstrate understanding.

authentic performance assessment See authentic assessment.

behavioral objective An educational or instructional statement that includes the behavior to be exhibited, the conditions under which the behavior will be exhibited, and the level of performance required for mastery.

checklist A sequence or hierarchy of concepts and/or skills organized in a format that can be used to plan ins

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