Understanding Assessment And Evaluation In Early Childhood Education 2nd edition by Dominic F. Gullo
There are vast numbers of children in early childhood programs who could be affected by assessment and evaluation. Whether the effect is positive or negative could ultimately be determined by the early childhood teacher’s understanding of the process. Understanding the process of assessment and evaluation in early childhood involves understanding when and how to use assessment and evaluation; understanding how the child’s development affects the process; and understanding the relationship between assessment, evaluation, and a curriculum that is developmentally appropriate for the child. Some of the understanding is just common sense, but some requires formal and deliberate learning on the part of the early childhood professional. It requires going beyond conventional wisdom and good intentions, for good intentions and conventional wisdom may lead to inappropriate practices.
CHANGES FOR THE SECOND EDITION
Since the first edition of this book was written, the landscape of early childhood education, assessment, and evaluation has changed in significant ways. With the advent of the No Child Left Behind Act, testing, accountability, and standards are words that are in the minds of all educators today, including early childhood educators. Questions arise as a result of these changes: How does the focus on testing and accountability affect assessment practices that we know are appropriate (or inappropriate, for that matter) for young children? How do we assess young children’s attainment of academic standards when we know that the time it takes to attain these standards is different for each child? How do we demonstrate that programs are effective when the measures of effectiveness don’t match
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