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. Readers will learn how to select and use assessment instruments, conduct authentic assessment during daily activities and routines, collaborate with families and other team members, and much more.

3 simultaneous users

Cover -- Title Page -- Copyright Page -- Contents -- About the Downloads and Online Companion Materials -- About the Authors -- About the Contributors -- Foreword -- Acknowledgments -- Dedication Page -- Section I: Recommended Practices (Assessment Processes) -- Chapter 1: Introduction -- Why a Second Edition -- Major Themes of this Book -- Authenticity -- Collaborative Partnerships -- Utility -- Educational Equity -- Overview of Major Book Sections -- Section I: Recommended Practices (Assessment Processes) -- Section II: Reasons for Conducting Assessment (Assessment Purposes) -- Section III: Special Topics in the Assessment of Young Children -- Intended Audience and Use -- Definitions of Key Terms -- Assessment -- Blended Practices -- Teacher -- Summary -- References -- Chapter 2: Recommended Practices in Authentic Assessment -- 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 -- Summary -- References -- Chapter 3: Family Involvement in the Assessment Process -- 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 -- Technical Adequacy -- Validity -- Reliability -- Bias -- Classification of Measures -- Common Practices Related to Conventional Assessment -- Calculating Chronological Age -- Establishing Basal Ceiling -- Adjusting for Prematurity -- Interpreting Reports -- Summary -- References -- Chapter 5: Critical Decision-Making Practices -- Overview of the Decision-Making Process -- Step One: Gathering -- Guiding Principle: What to Observe -- Guiding Principle: Who Observes -- Guiding Principle: When and Where to Observe -- Guiding Principle: How Often to Observe -- Step Two: Documenting -- Written Descriptions -- Visuals and Artifacts -- Counts and 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 II: Reasons for Conducting Assessment (Assessment Purposes) -- Chapter 6: Assessment for Program Planning Purposes -- Definition and Purposes of Assessment for Program Planning -- Conducting Program Planning Assessments -- Selecting a Curriculum-Based Assessment for Program Planning -- Curriculum-Based Assessment Rating Rubric -- Administering Curriculum-Based Assessments -- Assessment Fidelity -- Assessment Activities -- Using Information From Curriculum-Based Assessments 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 -- Progress Monitoring. Recommended Progress Monitoring Practices -- Holistic Approach to Progress Monitoring -- Progress Monitoring Decision Making -- Tiered Model of Progress Monitoring -- Sharing Progress Monitoring Information -- Communicating With Families -- How and When to Share Progress Monitoring Information -- Summary -- References -- Chapter 8: Recommended Practices in Identifying Children for Special Services -- 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 -- Types of and Reasons for Conducting Program Evaluation -- Individual Classroom-Level Evaluations -- Local Program-Level Evaluations -- State-Level Evaluations -- Federal Program Evaluations -- Methods for Collecting Program Evaluation Data -- Child Outcome Data -- Program Observations -- Stakeholder Input -- Record Review -- Recommended Practices -- Planning for Program Evaluation -- Conducting a Program Evaluation -- Using Program Evaluation Data -- Summary -- References -- Section III: Special Topics in the Assessment of Young Children -- Chapter 10: Recommended Practices for Assessing Children Who Are Dual Language Learners or Multilanguage Learners -- General Considerations for Assessing Children Who Are Dual Language or Multilanguage Learners -- Challenges of Assessing Children Who Are Dual or Multilanguage Learners -- Specific Recommendations -- What to Assess -- How to Assess. Influences and Biases -- Interchangeable Cuing Systems -- Alternative, Flexible Materials -- Alternative Responses -- Measures -- Summary -- References -- Chapter 11: Recommended Practices for Assessing Children With Severe and Multiple Disabilities -- Transdisciplinary Teaming -- General Considerations for Assessing Children With Severe and Multiple Disabilities -- Children With Complex Medical Needs -- Specific 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 -- Kindergarten Readiness and Kindergarten Assessment -- Timely Referrals and Tiered Instruction -- Program Planning in Kindergarten Classrooms -- Curriculum-Based Measures -- Curriculum-Based Assessments -- Summary -- References -- Index -- Back Cover.