Description
Book SynopsisMeaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in‐depth guide to the how and the why of high‐quality assessment in the context of inclusive early childhood settings.
Updated with new contributors and coverage of timely new topics, this book takes a blended approach to assessment, combining the latest recommended practices from early childhood education and early childhood special education. Well‐known experts Kristie Pretti‐Frontczak and Jennifer Grisham have developed this text to align with Division for Early Childhood Recommended Practices on assessment. Educators will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, master the challenges of kindergarten assessment, conduct eligibility assessments, use assessment to inform program planning and monitor progress, and more.
Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high‐quality assessment and reap its benefits: inclusive, family‐centered programming that improves outcomes for all children.
WHATS NEW:
-
New section on considerations for special populations: dual language learners, children in kindergarten, and children who have severe and multiple disabilities
-
Increased focus on educational equity throughout the book
-
New and expanded coverage of important themes and topics, including authenticity, collaborative partnerships, and data‐based decision making
-
New invited contributors who are experts in the field and advocates for early childhood inclusion
-
More practical materials, including new and extended case studies, a revised Curriculum‐Based Assessment Rating Rubric and glossary, and a list of recommended practices
-
Overview of revised versions of commonly used curriculum‐based assessments, including AEPS‐3, COR Advantage, and Work Sampling System
-
Companion materials for faculty, including PowerPoints with links to activities and resources
Table of Contents
- Foreword
- Acknowledgements
- Dedications
- Section 1: Recommended Practices
- Chapter 1: Introduction
- Jennifer Grisham and Kristie Pretti‐Frontczak
- Why a Second Edition
- Major Themes of this Book
- Authenticity
- Collaborative Partnerships
- Utility
- Educational Equity
- Overview of Major Book Sections
- Section I: Recommended Practices (Process)
- Section II: Reasons for Conducting Assessment (Purpose)
- Section III: Special Topics in Assessment
- Intended Audience and Use
- Definitions of Key Terms Used Throughout
- Assessment
- Blended Practices
- Teacher
- Summary
- References
- Chapter 2: Recommended Practices in Authentic Assessment
- Kristie Pretti‐Frontczak, Rebecca Crawford, Lynn Sullivan, and Jennifer Grisham
- Authentic Assessment
- Authentic Assessment Defined
- Difference Between Authentic Assessment and Conventional Assessment
- Advantages and Evidence‐Base
- Advantages of Authentic Assessment
- Support for Authentic Assessment
- Flipping the Script
- Summar
- References
- Chapter 3: Family Involvement in the Assessment Process
- Julie Harp Rutland, Ashley Lyons‐Picard, Jennifer Grisham, and Kristie Pretti‐Frontczak
- Involving Families in the Assessment Process
- Ecological Systems Theory
- Adult Learning Theory
- Family‐Centered Practices
- Legal Mandates
- Involving Families in the Assessment Process
- Learner
- Expert
- Team Member
- Advocate
- Benefits to Families and Children
- Approaches for Gathering Assessment Information from Families
- Unstructured Approaches
- Structured Approaches
- Considerations for Gathering Reliable Information from Families
- Understanding Levels of Family Involvement
- Effective Communication Strategies
- Considerate Scheduling
- Embracing Diversity, Equity, and Inclusion
- Defining Priorities
- Setting Individual Goals
- Program Planning
- Summary
- References
- Chapter 4: Recommended Practices for Determining Technical Adequacy
- Kristie Pretti‐Frontczak and Jennifer Grisham
- Technical Adequacy
- Validity
- Reliability
- Bias
- Classification Measures
- Common Practices Related to Conventional Assessment
- Calculating Chronological Age
- Establishing Basal Ceiling
- Adjusting for Prematurity
- Interpreting Results
- Summary
- References
- Chapter 5: Critical Decision‐Making Process
- Lynn Sullivan, Kristie Pretti‐Frontczak, and Jennifer Grisham
- Overview of the Decision‐Making Process
- Step One: Gathering
- Guiding Principles: What to Observe
- Guiding Principles: Who Observes
- Guiding Principles: When and Where to Observe
- Guiding Principles: How Often to Observe
- Step Two: Documenting
- Written Descriptions
- Visuals and Artifacts
- Counts or Tallies
- Step Three: Summarizing
- Numerical Summaries
- Visual Summaries
- Narrative Summaries
- Step Four: Analyzing
- Patterns
- Trends
- Step Five: Interpreting
- Summary
- References
- Appendix A: Lists of Recommended Practices for the Decision Making‐Process
- Section 2: Reasons for Conducting Assessments
- Chapter 6: Assessment for Program Planning Purposes
- Kristie Pretti‐Frontczak, Jennifer Grisham, Lynn Sullivan, and Sarah Hawkins‐Lear
- Definition and Purpose of Assessment for Program Planning
- Conducting Program Planning Assessments
- Selecting a CBA for Program Planning
- CBA Rating Rubric
- Administering CBAs
- Assessment Fidelity
- Assessment Activities
- Using Information from CBAs to Program Plan
- Making Decisions for Program Planning
- Identifying Who Needs to Learn What
- Sorting Children by Outcomes
- Multi‐Tiered Systems of Support
- Summary
- References
- Appendix B: Revised Curriculum:Based Assessment Rating Rubric and Glossary
- Chapter 7: Assessment for Progress Monitoring Purposes
- Jennifer Grisham, Kristie Pretti‐Frontczak, Ashley Lyons‐Picard, Sarah Hawkins‐Lear, and Lynn Sullivan
- Progress Monitoring
- Recommended Progress Monitoring Practices
- Holistic Appraoch to Progress Monitoring
- Progress Monitoring Decision:Making
- Tiered Model of Progress Monitoring
- Sharing Progress Monitoring Information
- Communicating with Families
- How and When to Share Progrss Monitoring Information
- Summary
- References
- Chapter 8: Recommended Practices in Identifying Children for Special Services
- Kristie Pretti‐Frontczak and Jennifer Grisham
- Child Find
- Purpose and Requirements
- Common Activities and Recommended Practices
- Screening
- Traditional and Contemporary Screening Approaches
- Screening Types and Formats
- Screening Types
- Screening Formats
- Recommended Screening Practices
- Determining Eligibility for Services
- Federal Regulations
- Federal Categories
- Developmental Delay
- State Variations
- Recommended Practices for Eligibility Determination
- Transdisciplinary Teaming During Eligibility
- Report Writing
- Summary
- References
- Chapter 9: Program Evaluation
- Jennifer Grisham and Kristie Pretti‐Frontczak
- Types and Reasons for Conducting Program Evaluation
- Individual Classroom‐Level Evaluations
- Local Program‐Level Evaluations
- State‐Level Evaluations
- Federal Program Evaluations
- Methods of Collecting Program Evaluation Data
- Child Outcome Data
- Program Observations
- Stakeholder Input
- Record Reviews
- Recommended Practices
- Planning for Program Evaluation
- Conducting a Program Evaluation
- Using Program Evaluation Data
- Summary
- References
- Section 4: Considerations for Special Populations
- Chapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage Learners
- Lin Zhu, Jennifer Grisham, Kristie Pretti‐Frontczak, and Ashley Lyons‐Picard
- General Considerations for Assessing Children Who are DLLs or Multilanguage Learners
- Challenges of Assessing Children Who are DLLs or Multilanguage Learners
- Special Recommendations
- What to Assess
- How to Assess
- Influences and Biases
- Intechangeable Cuing Systems
- Alternative, Flexible Materials
- Alternative Responses
- Measures
- Summary
- References
- Chapter 11: Recommended Practices for Assessing Children with Severe and Multiple Disabilities
- Jennifer Grisham, Ashley Lyons‐Picard, and Kristie Pretti‐Frontczak
- Transdisciplinary Teaming
- General Considerations for Assessing Children with Severe and Multiple Disabilities
- Children with Complex Medical Needs
- Special Recommendations
- What to Assess
- How to Assess
- Influences and Biases
- Interchangeable Cuing Systems
- Alternative, Flexible Materials
- Alternative Responses
- Measures
- Summary
- References
- Chapter 12: Kindergarten Assessment
- Julie Rutland, Jennifer Grisham, Lynn Sullivan, and Kristie Pretti‐Frontczak
- Kindergarten Readiness and Kindergarten Assessment
- Timely Referrals and Tiered Instruction
- Program Planning in Kindergarten Classrooms
- Curriculum Based Measures
- Curriculum Bases Assessments
- Summary
- References
- Index
