||2: Traditional and Contemporary Assessment Models
Assessing Young Children's Progress Appropriately
From the North Central Regional Education Laboratory (NCREL). Links to case studies on developmentally appropriate assessment at four preschools in New Jersey, Missouri, Nebraska, and Illinois. Also includes an audio file of an interview with teachers, a list of action options, and an overview of implementation pitfalls.
Assessment of Preschool Children
From the ERIC Digest. Covers recent trends in research on early childhood assessment practices, including alternative assessment.
Tools Mentioned in This Chapter
Barrera, I. (1996). Thoughts on the assessment of young children whose sociocultural background is unfamiliar to the assessor. In S.J. Meisels & E. Fenichel (Eds.), New visions for the developmental assessment of infants and young children (pp. 69-84). Washington, DC: ZERO TO THREE: National Center for Infants, Toddlers, and Families.
Darling-Hammond, L. (1989). Curiouser and curiouser: Alice in testingland. Rethinking schools, 3(2), 1-17.
Delphit, L. (1995). I just want to be myself: Discovering what students bring to school "in their blood." In W. Ayers (Ed.), To become a teacher (pp. 34-47). New York: Teachers College Press.
Heath, S.B. (1982). What no bedtime story means: Narrative skills at home and at school. Language in Society, 11, 49-78.
Popham, W.J. (1999). Why standardized tests dont measure educational quality. Educational Leadership, 56(6), 8-15.