Bridging: Assessment for Teaching and Learning in Early Childhood Classrooms, PreK-3

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Corwin Press, Jun 8, 2007 - Education - 333 pages
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Designed for trainee and practising teachers of children ages 3-8, this two volume set provides the rationale and theoretical foundation for the assessment system the authors have developed, including 15 carefully designed assessment activities, guidance on how to implement them, how to interpret the results, and how to "bridge" them to shape classroom teaching practices.

The activities cover diverse curricular areas, including English and literacy, visual arts, mathematics, sciences, and performing arts. Each activity is described in terms of the standard components of early childhood curricula: (1) the key concepts and skills in specific content areas; (2) the materials, procedures, and strategies for implementation; and (3) extensions to further teaching opportunities

The assessment process provides information on what young children know, but in a context and format that give teachers the ability to adjust their instructional approach to improve children's learning opportunities.

 

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Contents

Assessing the Content of Childrens Learning
16
Assessing the Process of Childrens Learning
31
Activity as the Unit of Analysis in Bridging Assessment
47
Task Parameters in Bridging Assessment
57
Teacher Roles in Bridging Assessment
66
Implementation of Assessment Activities
77
Language Arts and Literacy
99
Visual Arts
137
Mathematics
169
Sciences
227
Performing Arts
268
References and Recommended Readings
298
Facilitators Guide to Bridging and Teacher Development
305
Copyright

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Common terms and phrases

Popular passages

Page 301 - Clements. DH (2004). Geometric and spatial thinking in early childhood education. In DH Clements.
Page 298 - PL Harrison (Eds.), Beyond traditional intellectual assessment: Contemporary and emerging theories, tests and issues.
Page 298 - Darling-Hammond, L., & Snyder, J. (1992). Reframing accountability: Creating learner-centered schools. In A. Lieberman (Ed.), The changing contents of teaching (91st yearbook of the National Society for the Study of Education) (pp.
Page 301 - Clements, J. Sarama, & A.-M. DiBiase (Eds.), Engaging young children in mathematics: Standards for early childhood mathematics education (pp. 173-219). Mahwah, NJ: Lawrence Erlbaum Associates.

About the author (2007)

Chen is an Associae Professor of Child Development and Early Education at Erikson Institute.

Gillian Dowley McNamee is professor of child development and director of teacher education at the Erikson Institute in Chicago. She is coauthor of "Early Literacy", "The Fifth Dimension: An After School Program Built on Diversity" and "Bridging: Assessment for Teaching and Learning in Early Childhood Classrooms.

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