Assessment of Young Children: A Collaborative Approach

Autor/in	Fiore, Lisa B.
Titel	Assessment of Young Children: A Collaborative Approach
Quelle	(2012), (202 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4158-8811-0
Schlagwörter	Teacher Behavior; Student Evaluation; Portfolio Assessment; Observation; Performance Based Assessment; Young Children; Teaching Methods; Evaluation Methods; Developmentally Appropriate Practices; Expectation; Interaction; Family Involvement; Student Participation; Standardized Tests; Inquiry; Educational Environment; Reggio Emilia Approach; Response to Intervention; Case Studies; Individualized Education Programs; Educational Technology + Suchen Sie Ihr Suchwort? Teacher behaviour; Lehrerverhalten; Schulnote; Studentische Bewertung; Portfoliobeurteilung; Beobachtung; Leistungsermittlung; Frühe Kindheit; Teaching method; Lehrmethode; Unterrichtsmethode; Entwicklungsbezogene Bildung; Expectancy; Erwartung; Interaktion; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Standadised tests; Standardisierter Test; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Reggio-Pädagogik; Case study; Fallstudie; Case Study; Individualized education program; Individualisierendes Lernen; Unterrichtsmedien
Abstract	In an era of standards and norms where assessment tends to minimize or dismiss individual differences and results in punitive outcomes or no action at all, Assessment of Young Children provides teachers with an approach to assessment that is in the best interest of both children and their families. Author Lisa B. Fiore explores a variety of ways to study and assess young children in their natural environments, while stressing the importance of bringing children and families into the process. This lively text helps the reader learn how to cultivate developmentally appropriate practice, create appropriate expectations, examine children's work, interact in groups, and improve their teacher behavior. Accounts of real experiences from children, families, teachers, and administrators provide on-the-ground models of assessment strategies and demonstrate how children are affected. "Assessment of Young Children" explores both standardized and authentic assessment, work sampling systems, and observation skills. Readers will walk away with strategies for communicating information about children and portfolio assessment, and how the use of formal and informal methods of observation, documentation, and assessment are connected to teacher and student inquiry. "Assessment of Young Children" encourages an assessment strategy where the child remains the focus and explores how collaboration with children, families, and colleagues creates an image--not a diagnosis--of the child that is empowering rather than constraining. (As Provided).
Anmerkungen	Routledge, Taylor & Francis Group. 7625 Empire Drive, Florence, KY 41042. Tel: 800-634-7064; Fax: 800-248-4724; e-mail: cserve@routledge-ny.com; Web site: http://www.routledge.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10