Assessment

Principles of Assessment EDUU325 Wortham S.C. (2008) Assessment in Early Childhood Education

Appropriate Uses of Assessment ,[object Object],[object Object],[object Object],[object Object],(p. 3)

(p. 3) Assessments Use Multiple Sources of Information ,[object Object],[object Object],[object Object]

(p. 3) Assessments Should Benefit the Child and Improve Learning ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

(p. 3) Assessment Should Involve the Child and Family ,[object Object],[object Object],[object Object],[object Object]

(p. 3) Assessments Should be Fair for All Children ,[object Object],[object Object],[object Object],[object Object]

Principles for Early Childhood Assessment Early Childhood Assessment Consortium

Assessments Should Bring About Benefits for Children ,[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment Should be Tailored for Specific Purpose ,[object Object],[object Object],[object Object]

Recognize that Reliability and Validity Increases with Child’s Age ,[object Object],[object Object],[object Object],[object Object]

Assessments Should be Age-Appropriate ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assessments Should be Linguistically-Appropriate ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Child’s First and Second Language Development ,[object Object],[object Object],[object Object]

Parents are Valued Source of Assessment Information ,[object Object],[object Object],[object Object],[object Object],[object Object]

NAEYC Indicators of Effectiveness in Assessment Early Childhood Curriculum, Assessment, and Program Evaluation Building an Effective, Accountable System in Programs for Children Birth through Age 8 Online Position Statement with Expanded Resources

Ethical principles guide assessment practices. ,[object Object],[object Object],[object Object]

Assessment instruments are used for their intended purposes. ,[object Object],[object Object]

Assessments are appropriate for ages and other characteristics of children being assessed. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Assessment instruments are in compliance with professional criteria for quality. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

What is assessed is developmentally and educationally significant. ,[object Object],[object Object]

Assessment evidence is used to understand and improve learning. ,[object Object],[object Object]

Assessment helps early childhood professionals ,[object Object],[object Object],[object Object],[object Object]

Assessment evidence is gathered from realistic settings and situations that reflect children’s actual performance. ,[object Object],[object Object],[object Object]

Assessments use multiple sources of evidence gathered over time. ,[object Object],[object Object],[object Object]

Screening is always linked to follow-up. ,[object Object],[object Object]

Use of individually administered, norm-referenced tests is limited. ,[object Object],[object Object],[object Object]

Staff and families are knowledgeable about assessment. ,[object Object],[object Object],[object Object]

Assessment

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Assessment