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Measurement and Evaluation in Early Childhood Education Paperback – November 15, 1994

ISBN-13: 978-0024300331 ISBN-10: 0024300330 Edition: 2 Sub

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Product Details

  • Paperback: 259 pages
  • Publisher: Prentice Hall College Div; 2 Sub edition (November 15, 1994)
  • Language: English
  • ISBN-10: 0024300330
  • ISBN-13: 978-0024300331
  • Product Dimensions: 0.5 x 7.5 x 9.2 inches
  • Shipping Weight: 1 pounds
  • Average Customer Review: 4.1 out of 5 stars  See all reviews (15 customer reviews)
  • Amazon Best Sellers Rank: #10,568,677 in Books (See Top 100 in Books)

Editorial Reviews

From the Publisher

Written at a non-technical level, this excellent text in measurement and evaluation examines both standardized and informal assessment tools from a developmental perspective, focusing entirely on children between birth and age eight. It discusses strengths and weaknesses of measurement tools in the context of their application with infants, pre-school, and early school-age children...and examines, as well, issues and controversies surrounding assessment of young children. The result is a practical framework for helping future teachers learn to work with young children, and for understanding how changing development affects assessment and evaluation of these children.

From the Inside Flap

Preface

Students preparing to become elementary school teachers take a course in tests and measurement as part of their undergraduate curriculum. Many textbooks for such courses describe both standardized and teacher-designed tests and how they are used to assess and evaluate students.

Students preparing to become teachers of young children—those from infancy through the primary grades—must be prepared to measure or evaluate children who are in the period of development called early childhood. Tests and other types of assessments designed for young children are different from those intended for children in later grades in elementary school. Because infants and children under age 8 have developmental limitations different from those of older children, a textbook that includes discussion of assessment in the early childhood years must be written from a developmental perspective.

This book is written especially for teachers and future teachers of young children. It includes information about standardized tests and, more important, other types of assessments that are appropriate for young children, such as observation, checklists, and rating scales. Assessments designed by teachers are explained both for preschool children and for kindergarten and primary grade children who are transitioning into literacy. With the ever-growing trend toward performance assessment, portfolios, and other methods of reporting a child's performance, chapters describing these strategies have been expanded and enhanced. The approach of this edition is the development of an assessment system that includes both traditional and authentic assessment strategies in a comprehensive plan. Thus, in this edition of the text, I seek to inform the reader about all types of assessments and their appropriate use.

An important factor in the assessment of young children is when and how they should be measured. This is a controversial issue. The strengths and weaknesses of each type of assessment presented are discussed, as is research on the problems surrounding testing and evaluation in early childhood. Because many sources in the literature and other textbooks do not include the limitations as well as the merits of assessment techniques, this text provides an objective perspective on issues surrounding the efficacy and effectiveness of assessment strategies.

The book is divided into four parts. Part I provides an introduction to assessment in early childhood in chapters 1 and 2. Part 11 is devoted to standardized tests and how they are designed, used, and reported in chapters 3 and 4. Informal assessments are discussed in part III. Observation, checklists, rating scales, and rubrics are covered in chapters 5 and 6, while teacher-designed strategies and performance-based strategies are described in chapters 7 and 8. Finally, part IV is devoted to the use of assessment systems and how all of the strategies discussed in the chapters leading to part IV can be incorporated into an assessment system or comprehensive assessment plan.

Earlier editions of this book were developed in response to the expressed needs of teachers and graduate students who must understand and use current trends in assessment and put them into perspective within the reality of public schools that are required to focus intensively on standardized tests. This edition includes current literature on early childhood assessment issues, as well as information on how to maintain a balance between emerging trends and issues related to assessment of young children.

I would like to thank the reviewers who provided valuable suggestions and feedback for this edition. The were generous with their time and included specific ideas on how the text could be improved. Those who reviewed the text before the third edition was developed are: Suzanne E. Cortez, Northern Kentucky University; Robert G. Harrington, University of Kansas; Peggy Perkins, University of Nevada, Las Vegas; Janice A Sherman, Winona State University; and Mary Ann Waldon, Texas Southern University (retired).

And, of course, I thank Ann Davis, my editor at Prentice Hall/Merrill, for helping me to conceptualize how to approach this edition, as well as her suggestions for additions and improvements. --This text refers to an out of print or unavailable edition of this title.

Customer Reviews

4.1 out of 5 stars
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Most Helpful Customer Reviews

13 of 15 people found the following review helpful By D. D. Talford on October 26, 2005
Format: Paperback
I bought this book for my masters class in Educational Assessment. Because I am in Early Childhood, I thought the book would be helpful. I began reading the first chapter of the book and I noticed it was about Designing curriculm in early childhood education. As I continued to read, I saw that begininng of the second chapter was missing. The book is put together completly wrong. The publishers inserted the wrong first chapter into the book. Also the book has a million typos, spelling, and grammar errors. If you do not want the hassel of returning this book, do not bother buying it. You will be dissappointed.
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1 of 1 people found the following review helpful By Kneel on December 30, 2010
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I purchased this book for an early childhood course. I felt that it meets the need for basic early childhood assessment information.
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My book arrived with a big slash across the front cover that went into the book 2 pages deep and was suppose to be brand new. The package was held an hour away and took 3 days to get to my house. This item is damaged and not brand new like the description described.
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Great tool for refreshing me about all the assessment process that I can use for helping create a welcome envirotment and appropriate activities for my students. Thanks for the information.
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Excellent and fast shipment! Excellent communication. I liked this book. I will buy again from you if I need something,
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By Megan t on March 3, 2014
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This was a really great book and it was in great condition I was very pleased with the product. Highly recommended
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By Marcia A. Ray on February 23, 2015
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Better than described. In like new condition. Just what I needed to complete a class
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By semegn M on February 23, 2015
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I like this book because it has more information.
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