000			02983cam a2200409 a 4500
001			ocn706022730
003			OCoLC
005			20251028093249.0
008			111012s2012 nyua b 001 0 eng
010			_a 2011038839
035			_a(Sirsi) i9780415888110
040			_aDLC _beng _cDLC _dBTCTA _dIAD _dYDXCP _dBWX _dVRC _dCDX _dUKMGB _dEEK _dKMS _dVF$
016	7		_a016035045 _2Uk
019			_a820676306
020			_a9780415888110 (hardback)
020			_a0415888115 (hardback)
020			_a9780415888127
020			_a0415888123
020			_a9780203831779
020			_a0203831772
035			_a(OCoLC)706022730 _z(OCoLC)820676306
042			_apcc
050	0	0	_aLB 1139.23 _b.F56 2012
049			_aVF$A
100	1		_aFiore, Lisa B., _d1970-
245	1	0	_aAssessment of young children : _ba collaborative approach / _cLisa B. Fiore.
260			_aNew York, NY : _bRoutledge, _c2012.
300			_axiii, 200 p. : _bill. ; _c24 cm.
504			_aIncludes bibliographical references (p. [189]-194) and index.
505	0		_aWhat do you notice? -- Role of the environment -- Observation -- Standardized assessment -- Authentic assessment -- The purpose, power, and 'portance of plan -- Vive la diff�erence -- Putting it all together -- Teacher as researcher.
520			_aIn an era where assessment tends to minimize or dismiss individual differences and often results in punitive outcomes or no action at all, Assessment of Young Children provides teachers with an approach to assessment that is in the best interest of both children and their families. Author Lisa B. Fiore explores a variety of ways to study and assess young children in their natural environments, while stressing the importance of bringing children and families into the process. This lively text helps the reader learn how to cultivate developmentally appropriate practice, create realistic expectations, examine children's work, interact in groups, and improve their teacher behavior. Accounts of real experiences from children, families, teachers, and administrators provide on-the-ground models of assessment strategies and demonstrate how children are affected. Assessment of Young Children explores both standardized and authentic assessment, work sampling systems, and observation skills. Readers will walk away with strategies for communicating information about children and portfolio assessment, and how the use of formal and informal methods of observation, documentation, and assessment are connected to teacher and student inquiry. The book also encourages an assessment strategy where the child remains the focus and explores how collaboration with children, families, adn colleagues creates an image--not a diagnosis--of the child that is empowering rather than constraining.
650		0	_aEarly childhood education _xEvaluation.
650		7	_aEDUCATION / General _2bisacsh
650		7	_aEDUCATION / Preschool & Kindergarten _2bisacsh
994			_aC0 _bVF$
999			_c132476 _d132476