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4: Focused Assessment
Links
Play-Based Assessment
Kid Watching: A Naturalistic Assessment Technique
An in-service presentation for K-6 teachers by Dr. Helen Gill of Central Michigan University. Offers guidelines for observing students in the classroom and gathering anecdotal and structured systematic recording data.
Rationale for Play-Based Assessment
From the University of Wisconsin-Milwaukee's Early Childhood Special Education web site. Lists and explains the eight primary benefits of using a transdisciplinary play-based assessment model.
Using Symbolic Play Abilities to Assess Academic Readiness
Article by Roberta Schomburg from Play, Policy, & Practice, an NAEYC newsletter. Describes the five stages of symbolic play based on Piaget's theory of symbolic thinking. Urges schools to incorporate play-based activities into the curriculum and teachers to evaluate curriculum for its ability to encourage symbolic play.
Assessing Justin's Block Play
Case study by Sharon MacDonald on 4-year-old Justin from EarlyChildhood.com. Discusses the six stages of block play from 2 to 6 years of age and the challenges of assessing Justin's block-play progress.
Tools Mentioned in This Chapter
Supplementary Readings
Cazden, C. (1977). Concentrated versus contrived encounters: Suggestions for language assessment in early childhood. In A. Davies (Ed.), Language and learning in early childhood (pp. 40-59). London: Heinemann.
Formanek, R., & Gurian, A. (1981). Charting intellectual development: A practical guide to Piagetian tasks. Springfield, IL: Charles Thomas.
Lifter, K., & Bloom, L. (1998). Intentionality and the role of play. In S.F. Warren & J. Reichle (Series Eds.) & A.M. Wetherby, S.F. Warren, & J. Reichle (Vol. Eds.), Communication and language intervention series: Vol. 7. Transitions in prelinguistic communication (pp. 161-195). Baltimore: Paul H. Brookes Publishing Co.
Myers, C., McBride, S., & Peterson, C. (1996). Transdisciplinary play-based assessment in early childhood special education: An examination of social validity. Topics in Early Childhood Special Education, 16, 102-126.
Segal, M., & Webber, N. (1996). Nonstructured play observations: Guidelines, benefits, and caveats. In S. Meisels & E. Fenichel (Eds.), New visions for the developmental assessment of infants and young children (pp. 207-230). Washington, DC: ZERO TO THREE: National Center for Infants, Toddlers, and Families.
Westby, C.E. (1980). Assessment of cognitive and language abilities through play. Language, Speech, and Hearing Services in Schools, 11, 154-168.
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