Implementing Formative Mathematics Assessments in Prekindergarten

Autor/inn/en	Komara, Cecile; Herron, Julie
Titel	Implementing Formative Mathematics Assessments in Prekindergarten
Quelle	In: Childhood Education, 88 (2012) 3, S.162-168 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-4056
DOI	10.1080/00094056.2012.682548
Schlagwörter	Performance Based Assessment; Developmentally Appropriate Practices; Informal Assessment; Mathematics Skills; Mathematics Tests; Young Children; Formative Evaluation; Mathematics Curriculum; Preschool Teachers; Preschool Children; Curriculum Based Assessment; Mathematical Concepts; Numeracy + Suchen Sie Ihr Suchwort? Leistungsermittlung; Entwicklungsbezogene Bildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Frühe Kindheit; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Rechenkompetenz
Abstract	Authentic assessment "refers to the systematic collection of information about the naturally occurring behaviors of young children and families in their daily routines" (Neisworth & Bagnato, 2004, p. 204). In formative assessments, the assessment information informs instruction. Formative assessments are given periodically and should be used to make ongoing curriculum and program changes for a child, or groups of children (Cook, Klein, & Tessier, 2008). Developmentally appropriate practices incorporate systematic planning for curriculum and assessment reflecting a child's progress (Copple & Bredekamp, 2009). Curriculum-based assessments are informal assessment procedures that monitor students' progress (Deno, 2003a). The mathematics assessments discussed in this article are considered informal for the following reasons: (1) the preschool teachers created the assessments in collaboration with the university professors; (2) the assessments are tied to the classroom curriculum and mathematics; and (3) the assessments were used for progress monitoring of mathematics skills. This article provides a process that teachers can follow easily to gain confidence in their abilities to create and conduct informal mathematics assessments based on their classroom curriculum. (Contains 8 figures.) (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10