Developmentally Appropriate Evaluation: Convincing Students and Teachers of the Importance of Observation as Appropriate Evaluation of Children.

Autor/in	Martin, Sue
Titel	Developmentally Appropriate Evaluation: Convincing Students and Teachers of the Importance of Observation as Appropriate Evaluation of Children.
Quelle	(1996), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Child Development; Child Rearing; Classroom Observation Techniques; Curriculum Evaluation; Data Analysis; Developmentally Appropriate Practices; Early Childhood Education; Evaluation Criteria; Evaluation Methods; Parent School Relationship; Parent Teacher Cooperation; Physical Development; Portfolio Assessment; Skill Development; Standards; Student Evaluation; Young Children + Suchen Sie Ihr Suchwort? Kindesentwicklung; Kindererziehung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Auswertung; Entwicklungsbezogene Bildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; Körperliche Entwicklung; Portfoliobeurteilung; Kompetenzentwicklung; Qualifikationsentwicklung; Standard; Schulnote; Studentische Bewertung; Frühe Kindheit
Abstract	Developmentally appropriate evaluation (DAE) and developmentally appropriate practice (DAP) are clearly allied. The concept of DAP has expanded to include cultural, economic, ethnic, religious, and familial appropriateness. These same concepts are equally applicable to appropriate evaluation. Factors to consider for appropriate evaluation include: (1) the importance of naturalistic observation; (2) evaluation effectiveness; (3) the context of the child, including the child's social environment; (4) biological maturation; (5) measuring quality of care; (6) parents as partners, including improving parent-teacher communication; and (7) professional observation. Key components of DAE include: (1) objective recording of the child's behavior; (2) selection of appropriate methodologies for recording; (3) recognition of biases; (4) emphasis on process of individual development; (5) basing of evaluations on objective data; (6) validation of inferences drawn from observations; and (7) careful use of theoretic models. (Contains 13 references.) (BGC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC