Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education (eBook)

Olivia Saracho (Herausgeber)

eBook Download: PDF | EPUB

2015 | 1. Auflage
467 Seiten
Information Age Publishing (Verlag)
978-1-68123-154-9 (ISBN)

Infos

Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, “Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,” to address related trends, issues, guiding principles, and values. Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children’s education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

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Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, "e;Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,"e; to address related trends, issues, guiding principles, and values. Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children's education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.

Inhalt

Cover 1
Series 2
Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education 4
Library of Congress Cataloging-in-Publication Data 5
Contents 8
PART I: INTRODUCTION: UNDERSTANDING ASSESSMENT AND EVALUATION OF YOUNG CHILDREN 12
CHAPTER 1: Research in Early Childhood Educational Assessment and Evaluation 14
CHAPTER 2: Evaluation in Early Childhood Education 34
PART II: SCHOOLS AND ASSESSMENT IMPLICATIONS 52
CHAPTER 3: Assessment and School Readiness 54
CHAPTER 4: Assessing School Readiness in Early Childhood 80
CHAPTER 5: Emergent Curriculum and the Tension Between Relationship and Assessment 104
PART III: TEACHER EVALUATION AND PROFESSIONAL DEVELOPMENT 126
CHAPTER 6: Teacher Effectiveness and Teacher Evaluation in Early Childhood Education 128
CHAPTER 7: Evaluation of Early Childhood Education Environments and Professional Development 164
PART IV: SOCIAL RELATIONSHIPS AND ASSESSMENT 182
CHAPTER 8: Assessment of Caregiver–Child Interactions and Relationships in Infant/Toddler Classrooms 184
CHAPTER 9: Assessing Children's Peer Relationships in Early Educational and Childcare Settings 204
CHAPTER 10: Play as a Method of Assessing Young Children’s Development and Learning 232
PART V: CONTENT AREAS IN EARLY EDUCATION ASSESSMENT 256
CHAPTER 11: Early Literacy Assessment and the Importance of Oral Language 258
CHAPTER 12: Interviewing in Early Childhood Mathematics Education 280
CHAPTER 13: Assessment of English Language Acquisition in Young Dual Language Learners 302
CHAPTER 14: Assessment of Dual Language Learners in Early Education Settings 324
PART VI: TECHNOLOGY AND ASSESSMENT 348
CHAPTER 15: Assessment Using Technology 350
CHAPTER 16: Computer-Based Testing and Young Children 384
CHAPTER 17: Assessing Young Children’s Learning in STEM 408
PART VII: CONCLUSION 438
CHAPTER 18: Future Directions in Assessment and Evaluation in Early Childhood Education 440
About the Editor 454
About the Contributors 456

Produkt-Details

• Erscheint lt. Verlag: 1.8.2015
• Sprache: englisch
• Themenwelt: Schulbuch / Wörterbuch ► Lexikon / Chroniken
• Themenwelt: Geisteswissenschaften
• Themenwelt: Mathematik / Informatik ► Informatik ► Theorie / Studium
• Themenwelt: Naturwissenschaften
• Themenwelt: Sozialwissenschaften ► Pädagogik ► Vorschulpädagogik
• ISBN-10: 1-68123-154-9 / 1681231549
• ISBN-13: 978-1-68123-154-9 / 9781681231549