Defining Assessment and History
Ethics and Working with Families
Principles of Assessment
Observation Guidelines
Observing Development
100

Process of gathering information from several forms of evidence, which is then compiled, analyzed, and interpreted to evaluate a child's learning and development

assessment

100

A limitation of this method of obtaining family information is that it is a one-way communication device

questionnaire

100

The use of observation, learning tasks, and other naturally-occurring events to gather information about a child

informal assessment

100

Do this to stay objective in your observations

record only what you have seen and/or heard
100

Understanding children's behavior, evaluating development, and evaluating progress are all purposes of this

observation

200
The primary purpose of assessment

promote children's learning and development

200

A limitation of this method of obtaining family information is that it is time consuming

interview

200

Type of assessment designed to measure progress on an objective or a goal

formative assessment

200

Wait to consider this when writing an objective observation

why

200

Observations of how children handle their emotions and interact with others

social-emotional development

300

Type of assessment that must be administered by qualified professionals

diagnostic

300

Term for consistent, dependable, and reproducible assessment information

reliability

300

A standardized test is an example of this type of assessment

formal assessment

300

Using specific, vivid vocabulary to paint a picture of what is happening through a deliberate choice of words

descriptive writing
300

Observations of gross and fine motor skills

physical development

400

Act that first required special education for children with disabilities ages 6-21

Education for All Handicapped Children Act

400
Four communication techniques to build relationships with families

observe and describe child's behavior, listen actively, encourage sharing about the child, and support parental competence

400

Three components of developmentally appropriate practice

developmentally appropriate, individually appropriate, and culturally appropriate

400

Pre-determined way of perceiving that can be positive or negative

bias

400

Observations of expressive and receptive communication

language development

500

Name of the most recent authorization of No Child Left Behind

Every Student Succeeds Act (ESSA)

500

Three things to fulfill legal, ethical, and professional responsibility when assessing young children

  • Know and abide by laws and court ruling pertaining to assessment information and its use
  • Be sensitive to individual, social, and cultural differences 
  • Be fair and impartial
  • Collect trustworthy information
  • Use assessment information in appropriate ways
  • Know and abide by school and center policies
500

Three principles of assessment for early childhood

  • Use multiple sources of information
  • Benefit the child and improve learning
  • Involve the child
  • Be fair for all children
500

Doing this ensures your observations are accurate

  • Be objective
  • Use descriptive writing
  • Observe in different contexts
  • Observe over time
  • Document your observations
500

Observations of how children play and interact with materials to learn

cognitive development

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