Using Authentic Assessment to Evidence Children's Progress toward Early Learning Standards

Autor/inn/en	Grisham-Brown, Jennifer; Hallam, Rena; Brookshire, Robyn
Titel	Using Authentic Assessment to Evidence Children's Progress toward Early Learning Standards
Quelle	In: Early Childhood Education Journal, 34 (2006) 1, S.45-51 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-006-0106-y
Schlagwörter	Academic Achievement; Early Childhood Education; Academic Standards; Student Development; Curriculum Development; Case Studies; Program Implementation; Program Descriptions; Inferences; Performance Based Assessment + Suchen Sie Ihr Suchwort? Schulleistung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Case study; Fallstudie; Case Study; Inference; Inferenz; Leistungsermittlung
Abstract	The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children's progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10