The Words We Use: A Glossary of Terms for
Early Childhood Education Standards and Assessment
Definition
A systematic procedure for obtaining information from observation, interviews, portfolios, projects, tests, and other sources that can be used to make judgments about characteristics of children or programs.
Related Terms (Not Synonyms)
Accommodation; Alternative assessment; Authentic assessment; Developmental assessment; Evaluation; Formal Assessment; Informal assessment; Observational assessment; Performance-based assessment; Portfolio assessment; Standards-based assessment; Test
Explanatory Comments
- The four generally accepted purposes for assessment of children are
- to promote children's learning and development
- to identify children for health and special services
- to monitor trends and to evaluate programs and services
- to hold individual children, teachers, and schools accountable (NEGP).
- Characteristics of effective assessment of young children:
- Assessments should bring about benefits for children.
- Assessments should be tailored to a specific purpose and should be reliable, valid, and fair.
- Assessments should be age-appropriate in both content and the method of data collection.
- Assessments should be linguistically appropriate, recognizing that to some extent, all assessments are measures of language.
- Parents should be a valued source of assessment information. (NEGP).
- When children are assessed, the information is used to make decisions about programming and to communicate information about children's strengths and needs and their progress to their families and others.
- Assessment is often used as a synonym for evaluation; it is useful to distinguish them by using assessment for the gathering of information and evaluation for the process of making judgments.
- In special education the related term "evaluation" often refers to the assessment process used to determine a child's eligibility for services.
- The terms "assessment" and "test" are not synonymous; however the results of tests contribute to judgments made when assessing children and/or programs.
- The reliability and validity of assessments increase with children's age.
Web Sources
Administration for Children and Families. How screening and assessment practices support quality disability services in Head Start. Head Start Bulletin, April 2001, No. 70. Retrieved May 19, 2003, from http://www.headstartinfo.org/publications/hsbulletin70/hsb70_07.htm
National Center for Education Statistics. Statistical standards program glossary. Retrieved May 19, 2003, from http://nces.ed.gov/statprog/2002/glossary.asp
National Education Goals Panel. Early Childhood Assessments Resource Group. (1998). Principles and recommendations for early childhood assessments. Retrieved May 19, 2003, from http://www.negp.gov/Reports/prinrec.pdf
North Central Regional Educational Laboratory. Necessary assessment information. Retrieved May 19, 2003, from http://nces.ed.gov/statprog/2002/glossary.asp
Sirotnik, K.A., & Kimball, K. (1999). Standards for Standards-Based Accountability Systems. Phi Delta Kappan, 81(3). Retrieved May 19, 2003, from http://www.pdkintl.org/kappan/ksir9911.htm
University of New Mexico Center for Family and Community Partnerships. New assessment: Early childhood resources - Glossary of assessment terms. Retrieved May 19, 2003, from http://www.newassessment.org/public/communication/Terms/default.cfm
Vacc, N.A., & Ritter, S.H. (1995). Assessment of preschool children. ERIC Digest. ERIC Clearinghouse on Counseling and Student Services, Greensboro NC. ED389964. Retrieved May 19, 2003, from http://www.ideapractices.org/resources/files/
PreschoolersPolicy&PracticeGuide.pdf
Other Resources
Bowman, B., Donovan, M.S., & Burns, M.E. (Eds.). (2000). Assessment in early childhood education. In Eager to learn: Educating our preschoolers (pp. 233-260). Washington, DC: National Academy Press/National Research Council.
Gullo, D. F. (1994). Understanding assessment and evaluation in early childhood education. New York: Teachers College Press.
Hills, T.W. (1998). Finding what is of value in programs for young children and their families. In C. Seefeldt & A. Galper (Eds.). Continuing issues in early childhood education. (2nd ed.) (pp. 293-313). Upper Saddle River, NJ: Merrill/Prentice Hall.
McAfee, O., & Leong, D.J. (2002). Assessing and guiding young children's development and learning. Boston: Allyn & Bacon.
Nuttall, E.V., Romero, I., & Kalesnik, J. (Eds.) (1999). Assessing and screening preschoolers: Psychological and educational dimensions. Boston: Allyn & Bacon.
Popham, W.J. (1999). Classroom assessment: What teachers need to know. (2nd ed.). Boston: Allyn & Bacon.
Sheinker, D., & Redfield, D. (2001). Handbook for professional development in assessment literacy. Glossary. CD-ROM. Washington, DC: Council of Chief State School Officers.
Shepard, L.A. (1994). The challenges of assessing young children appropriately. Phi Delta Kappan, 76(3), 206-212.
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