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Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education (Hardcover)
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Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education (Hardcover)
Series: Contemporary Perspectives in Early Childhood Education
Expected to ship within 10 - 15 working days
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Researchers, educators, professional organizations, administrators,
parents, and policy makers have increased their involvement in the
assessment and evaluation of early childhood education programs.
This interest has developed swiftly during the last decades. The
National Association for the Education of Young Children (NAEYC)
and the National Association of Early Childhood Specialists in
State Departments of Education (NAECS/SDE) developed a position
statement titled, "Early childhood curriculum, assessment, and
program evaluation: Building an effective, accountable system in
programs for children birth through age 8," to address related
trends, issues, guiding principles, and values. Appropriate and
well-designed evaluations need to address several audiences
including researchers, educators, policy makers, children, and
parents. They need to encourage the implementation of a strong
foundation that improves the quality of the children's education.
Child assessment and program evaluation can lead to effective
results and better accountability for preschool, kindergarten, and
primary school programs. The purpose of this volume is to share a
collection of research strands on contemporary perspectives on
research in assessment and evaluation in early childhood education.
It provides a review and critical analysis of the literature on
assessment and evaluation of programs, children, teachers, and
settings. The volume begins with a brief introductory chapter that
presents the reader with a map of the area, laying out the issues
and alternatives, and linking these to the chapters that follow. It
addresses several areas including (1) understanding assessment and
evaluation with young children, (2) schools and assessment
implications, (3) teacher evaluation and professional development,
(4) social relationships and assessment, (5) content areas in early
education assessment, (6) technology and assessment, and (7)
conclusion with future research directions in assessment and
evaluation in early childhood education. The volume is of interest
to researchers, educators, policy makers, university faculty,
graduate students, and general readers who are interested in
research on assessment and evaluation in early childhood education.
The chapters are authored by established scholars in the field.
General
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