An In-Depth Guide to the How and Why of High-Quality Assessment in Inclusive Early Childhood Settings | Brookes Publishing Co.
An In-Depth Guide to the How and Why of High-Quality Assessment in Inclusive Early Childhood Settings
Assessing Young Children in Inclusive Settings: The Blended Practices Approach, Second Edition
By Kristie Pretti-Frontczak, Ph.D., & Jennifer Grisham, Ed.D. with Lynn Sullivan, M.Ed.
Meaningful, authentic assessment practices are one key to the success of early childhood inclusion. Prepare current and future teachers with the second edition of this comprehensive textbook, an in-depth guide to the how and why of high-quality assessment in the context of inclusive early childhood settings. Updated with an emphasis on equity and coverage of other critical topics, this comprehensive textbook takes a blended practices approach to assessment in inclusive settings, combining recommended practices from early childhood education and early childhood special education. Ideal for both undergraduate and graduate courses and personnel preparation programs, this comprehensive text gives teachers the knowledge and tools they need to implement high‐quality assessment and reap its benefits.
New and expanded coverage of important topics, including authenticity, collaborative partnerships, and data-based decision-making
Increased focus on educational equity throughout the book
New section on considerations for special populations: dual language learners and multilingual learners, children in kindergarten, and children who have severe and multiple disabilities
Overview of revised versions of commonly used curriculum-based assessments, including AEPS-3, COR Advantage, and Work Sampling System
More practical materials including new and extended case studies, a revised Curriculum-Based Assessment Rating Rubric and glossary, and checklists of recommended practices
Companion materials for faculty, including PowerPoints with links to activities and resources
New invited contributors who are experts in the field and advocates for early childhood inclusion
Chapter PowerPoints
Downloadable Appendices
About the Authors
Kristie Pretti-Frontczak, Ph.D.
Dr. Pretti-Frontczak is an early childhood consultant, past Division for Early Childhood president, and was professor at Kent State University for 16 years. Kristie designs and delivers transformative professional development and has accumulated over 50,000 hours of helping educators and leaders around the world create inclusive schools.
Jennifer Grisham, Ed.D.
Dr. Grisham is a Professor in the Interdisciplinary Early Childhood Education program and Faculty Director of the Early Childhood Laboratory School at the University of Kentucky. Jennifer has co-authored several early childhood texts and is part of a team of professionals that lead development and research on the Assessment, Evaluation, and Programming System (AEPS®).
Lynn Sullivan, M.Ed.
Ms. Sullivan is a private consultant in the areas of special education, early childhood, and interagency collaboration. After a career in social work, Lynn spent 35 years as the early childhood consultant with Education Service Center, Region 11, in Texas.
Table of Contents
- Foreword
- Acknowledgements
- Dedications
- Section 1: Recommended Practices
- Chapter 1: Introduction
Why a Second Edition
Major Themes of this Book
- Authenticity
- Collaborative Partnerships
- Utility
- Educational Equity
Overview of Major Book Sections
- Section I: Recommended Practices (Process)
- Section II: Reasons for Conducting Assessment (Purpose)
- Section III: Special Topics in Assessment
- Intended Audience and Use
- Definitions of Key Terms Used Throughout
Chapter Summaries
Chapter 2: Recommended Practices in Authentic Assessment
- Authentic Assessment Defined
- Difference Between Authentic Assessment and Conventional Assessment
- Advantages and Evidence‐Base
Chapter 3: Family Involvement in the Assessment Process
- Involving Families in the Assessment Process
- Legal Mandates
- Benefits to Families and Children
- Strategies for Gathering Assessment Information
Chapter 4: Recommended Practices for Determining Technical Adequacy
- Technical Adequacy
- Common Practices Related to Conventional Assessment
Chapter 5: Critical Decision-Making Process
- Overview of the Decision-Making Process
Chapter 6: Assessment for Program Planning Purposes
- Definition and Purpose of Assessment for Program Planning
Chapter 7: Assessment for Progress Monitoring Purposes
- Progress Monitoring
Chapter 8: Recommended Practices in Identifying Children for Special Services
- Child Find
Chapter 9: Program Evaluation
- Methods of Collecting Program Evaluation Data
Chapter 10: Recommended Practices for Assessing Children Who are Dual Language Learners (DLLs) or Multilanguage Learners
- General Considerations for Assessing Children Who are DLLs
Chapter 11: Recommended Practices for Assessing Children with Severe and Multiple Disabilities
Chapter 12: Kindergarten Assessment
- Summary
- References
- Index