Assessment of Young Children: An Annotated Bibliography - TATS

Assessment of Young Children:
An Annotated Bibliography
A selected listing of titles available on this topic from the
Early Childhood Training Center’s Media Center
Early Childhood Training Center
The Early Childhood Training Center is located at
6949 S. 110th Street, Omaha, Nebraska 68128-5722.
To request any of these materials, contact the Media Center by phone at 402-557-6885.
You can also e-mail the Media Center at laurie.brasile@nebraska.gov.
Web Site: http://ectc.nde.ne.gov
Online Catalog: http://ectc-library.nde.ne.gov
Updated by lgb on 2/8/2007.

Books
Achievement Testing in the Early Grades: The Games Grown-Ups Play. Constance Kamii, Editor.
(1990). Washington, DC: National Association for the Education of Young Children. This book takes a
stand on stopping standardized achievement testing in grades K-2. It explores answers to such questions
as: Should promotion and retention decisions be based on standardized tests? Through what other ways
can reading and math progress be measured? Do standardized tests really measure what educators need to
know to teach better? The goal of the book is to stimulate thinking and discussion about standardized test
practices in the early grades.
All About the ECERS-R: A Detailed Guide. Debby Cryer. (2004). New York: Teachers College Press.
All About the ECERS-R is a resource guide to be used with the Early Childhood Environment Rating
Scale, revised edition. It gives information on why each item is important, what is needed to meet the
requirements for all items, and how to score. Color photographs taken in child care settings are used to
illustrate the text.
All About the ITERS-R: A Detailed Guide. Debby Cryer. (2004). New York: Teachers College Press.
This resource guide should be used with the Infant/Toddler Environment Rating Scale-revised edition. It
explains why each item is important, what is needed to meet the requirements for all items, and how to
score. Over 800 color photographs taken in child care settings are presenting in this text.
Alternative Approaches to Assessing Young Children. Angela Losardo. (2001). Baltimore, MD:
Brookes. Professionals who work with children from birth to age eight will find in-depth examinations of
six alternative assessment models: naturalistic, focused, performance, portfolio, dynamic, and
curriculum-based language. For each model, readers will receive a description of the approach,
advantages and limitations, specific guidelines for implementation, vignettes showing the models in
action, photocopiable blank assessment forms, sample data collection forms, and suggestions for working
in inclusive environments.
Assessing the State of State Assessments. Donna Nalley, (Ed.). (2003). Greensboro , NC: Regional
Educational Laboratory at SERVE. This document is a collection of papers that reflect discussions that
took place during a symposium on readiness assessment systems and the author's collective experience
working on issues related to wide-scale early childhood assessment systems.
Assessment, Evaluation, and Programming System for Infants and Children, AEPS Measurement
for Birth to Three Years. Volume 1, 2nd Edition. Diane Bricker. (2002). Baltimore, MD: Paul H.
Brookes Publishing Co., Inc. This volume includes an overview of the purpose of the AEPS, the AEPS
test manual, and family participation.
Assessment, Evaluation, and Programming System for Infants and Children, Volume 2, AEPS
Curriculum for Birth to Three Years, 2nd Edition. Diane Bricker. (2002). Baltimore, MD: Paul
Brookes Publishing. This volume shows ways to enhance future intervention efforts with young children
and to make positive differences in their lives. Domains addressed include: fine motor; gross motor,
adaptive, cognitive, social-communication, and social. This volume includes a family interest survey and
an administration guide section.
Assessment, Evaluation, and Programming System for Infants and Children, Volume 3, AEPS
Measurement for Three to Six Years, 2nd Edition. Diane Bricker. (2002). Baltimore, MD: Paul
Brookes Publishing Co., Inc. This volume includes sections on understanding the assessment, the test
manual and domains therein, and family participation. A variety of forms are included available for
copying.

Assessment, Evaluation, and Programming System Curriculum for Three to Six Years. Volume 4,
2nd Edition. Diane Bricker. (2002). Baltimore, MD: Paul H. Brookes Publishing Co., Inc. This volume
introduces the AEPS curriculum, defines how the program is divided into domains of assessment,
evaluation, programming, curriculum. Includes the AEPS curriculum administration guide, and planned
activities.
Assessment: Gathering Meaningful Information. Michaelene Ostrosky. (2002). Missoula, MT:
Division for Early Childhood of the Council for Exceptional Children. Articles in this monograph
examine the impact of environment on information gathering, the value of positive interventions to build
useful skills, dynamic assessment as a gauge of future development, and how cultural and linguistic
differences shape assessment strategies.
Assessment of Practices in Early Elementary Classrooms (APEEC). Mary Louise Hemmeter. New
York: Teachers College Press. 2001. APEEC is the first measurement scale designed to evaluate the use
of developmentally appropriate practices in the early elementary classroom (K-3). Developed for
classrooms serving both children with and without disabilities, the APEEC can be used by administrators
and researchers to evaluate the degree of developmental appropriateness in inclusive and general
education classrooms. It can also be used by teachers as a self-assessment tool. The book includes a score
sheet which can be photocopied for use in rating classrooms.
Basics of Assessment: A Primer for Early Childhood Educators. Oralie McAfee. (2004).
Washington, DC: National Association for the Education of Young Children. Assessment of children's
abilities and knowledge, their approaches to learning, and their strengths, needs, and interests is expected
in most early childhood programs. However, many early childhood educators are unsure of how to assess
young children's development and learning. This straightforward booklet will help increase
understanding of child assessment, including its specialized and often confusing vocabulary. Focusing on
children's development and learning, the authors provide an overview of basic assessment concepts.
Speaking a shared language of assessment will help early childhood professionals communicate better
with other teachers, specialists, administrators, and parents.
Beyond the Bell: Start-Up Guide for Afterschool Programs. (2005). Learning Point Associates.
Naperville, IL: Author. The Beyond the Bell Start-Up Guide is a step-by-step handbook for getting a
program off the ground. From obtaining funding to conducting a needs assessment, to taking your first
steps as a new program, the guide provides all the resources, examples, and tips you need. Find out how
to find funding sources, how to write a proposal, what you need to know about your community before
you start, and more.
But Are They Learning…A Commonsense Parents’ Guide to Assessment and Grading in Schools.
Richard Stiggins. (1997). Portland, OR: Assessment Training Institute. Here's a book designed to speak
directly to parents, providing them with the background they need to understand assessment issues.
They'll learn why assessment is so important, what quality assessment looks like, how assessment works
in the classroom, and how parents can work in partnership with teachers to help their children succeed.
Capturing ALL of the Reader Through the Reading Assessment System. Rachel Billmeyer. (2001).
Omaha, NE: Dayspring Printing. The Reading Assessment System presents a new view of assessing
readers. The intent of this innovative approach is to develop strategic readers involved in the assessment
process. Through the Reading Assessment System students can gain confidence in themselves as readers
and learners.

The Creative Curriculum for Preschool, 4th Edition. Diane Trister Dodge. (2002). Washington, DC:
Teaching Strategies. The Creative Curriculum approach balances both teacher-directed and childinitiated
learning, with an emphasis on responding to children's learning styles and building on their
strengths and interests. New to the 4th Edition: child development and learning theory and how it's
applied throughout the curriculum; goals and objectives linked directly to a valid and reliable assessment
instrument; the addition of discovery areas as a new interest area; strategies for meeting the needs of
second language learners and children with disabilities; specific guidance on the teacher's role in
teaching content in literacy, math, science, social studies, the arts, and technology; a wide range of
instructional strategies from child-initiated to teacher-directed learning; and guidance on building social
competence in children, teaching social problem-solving skills, and responding to challenging behavior.
Creative Curriculum for Preschool: Implementation Checklist. Diane Trister Dodge. (2003).
Washington, DC: Teaching Strategies. The Creative Curriculum for Preschool Implementation Checklist
is designed to assess how well the Curriculum is being implemented as intended. The Implementation
Checklist may be used alone or with its related forms: the Classroom Profile and the Progress and
Planning Form. A copy of each of these forms is included with the Checklist.
Creative Curriculum for Infants, Toddlers, and Twos: Developmental Continuum Assessment
Tool. Diane Trister Dodge. (2006). Washington, DC: Teaching Strategies. The Creative Curriculum for
Infants, Toddlers, and Twos helps teachers appreciate and find joy in the everyday discoveries that
delight a child. It is a comprehensive curriculum that helps teachers create the very best program for
children under age three. This second edition retains its focus on building relationships, responsive care,
and routines and experiences, but updates the curriculum in many important ways. It links curriculum and
assessment, addressed language and literacy, math, and science, it meets the needs of dual language
learners and children with disabilities, it highlights the research and theory on which the curriculum is
based, and includes practical advice about creating a responsive environment and individualized care.
Currículo Creativo Para Educación Preescolar (Creative Curriculum for Preschoolers). Dodge, Diane
Trister. (2004). Washington, DC: Enseñando con estrategia. Guía al maestro a través del proceso de crear
un ambiente desarrollado apropiado para niños pre-escolares. Es basado en la creencia, confirmado por
muchos estudios, que los niños aprenden mejor a través de sus relaciones sociales y físicas en sus vidas.
DEC Recommended Practices: Program Assessment. Mary Louise Hemmeter. (2001). Denver, CO:
Division for Early Childhood of the Council for Exceptional Children. A companion to the DEC
Recommended Practices in Early Intervention/ Early Childhood Special Education, this assessment is
designed to assist in assessing and improving the quality of services provided to young children with
disabilities and their families. The assessment is appropriate for Head Start, child care, public school, or
other early childhood programs that are using developmentally appropriate classrooms and curricula.
Developmental Screening in Early Childhood: A Guide. Samuel Meisels. (2005). Washington, DC:
National Association for the Education of Young Children. Sound developmental screening identifies
those children who should receive more extensive assessment to determine whether they need additional
support for learning. This book covers the basics of selecting an appropriate instrument and setting up a
screening program. This fifth edition reviews six widely-used general screening instruments, discusses
screening specific areas of development, reviews five screens for social/emotional or behavior concerns,
and includes an annotated bibliography of research and resources.
Early Childhood Environment Rating Scale, revised. Thelma Harms; Richard M. Clifford. (2005).
New York: Teachers College Press. The rating scale covers personal care routines, furnishings and
displays for children, language and reasoning experiences, fine and gross motor activities, creative
activities, social development and adult needs. Includes rating scale, a section on how to train observers,
and research on validity and reliability.

Early Screening Inventory, Revised ( ESI -R). Samuel J Meisels. (1997). Ann Arbor, MI: Rebus. The
ESI -R is a brief developmental screening instrument that is individually administered to children from
three to six years of age. It is designed to identify children who may need special educational services in
order to perform successfully in school. A second element of the instrument is the parent questionnaire.
Family Day Care Rating Scale. Thelma Harms and Richard M.Clifford. (1989). New York: Teachers
College Press. Written especially for family day care providers, this instrument assesses space and
furnishings, basic care, language and reasoning, learning activities, social development, adult needs and
special section on exceptional children. Included are instructions on how to use the scale, rating scale
items and notes to help clarify.
First Grade Takes a Test. Miriam Cohen. (1980). New York: Bantam Doubleday Dell Books for Young
Readers. This children's book talks about taking tests and shows that tests don’t always measure what
they intend to.
Focused Early Learning. Gay Gronlund. (2003). St. Paul, MN: Redleaf Press. Focused Early Learning is
a detailed framework that enables teachers to plan, record, reflect on, and adjust multiple curriculum
approaches.
Focused Portfolios: A Complete Assessment for the Young Child. Gaye Gronlund. (2001). St. Paul,
MN: Redleaf Press. Focused Portfolios offers an innovative method to accurately document children's
growth and development and plan curriculum accordingly. This system asks teachers to observe children
in the natural context of teaching or caregiving.
Home Visiting, 2nd Edition. Barbara Hanna Wasik and Donna Bryant. (2001). Thousand Oaks, CA:
Sage. Prevention and intervention programs delivered via home visiting can now be found across all
health, education, and social sciences. In this second edition, the authors have updated their information
about current theories of family development and interaction and adult problem solving, and related those
to the day-to-day practice of home visiting. Additionally, they provide new information on assessment
instruments and the personal safety of the home visitor.
Innovations: The Comprehensive Toddler Curriculum Teacher's Guide. Kay Albrecht. (2001).
Beltsville, MD: Gryphon House. Innovations: The Comprehensive Toddler Curriculum, Teacher's Guide
provides over 40 hours of professional development for teachers. It is designed to be completed by an
individual teacher with the support of a mentor, trainer, director, or principal.
LINKing Assessment and Early Intervention: An Authentic Curriculum-Based Approach. Stephen
J. Bagnato, John T. Neisworth and Susan M. Munson. (1997). Baltimore: Brookes. The authors identify
authenticity, collaboration, convergence, equity, sensitivity, and congruence as the best properties of
well-known assessment curriculum models, and apply them to more than 50 different curriculumembedded
and compatible assessment and intervention systems, rating and analyzing each.
Linking Teacher Evaluation and Student Learning. Pamela D. Tucker. (2005). Alexandria, VA:
ASCD. If you've ever doubted that it was fair or effective to judge teachers on the basis of student test
scores alone, then here's a book that will introduce you to better ways to use measures of student
achievement in your te ach er assessment system. The authors take you to four schools to show you how
to link teacher performance to student learning by using four objective measurements.

New Visions for the Developmental Assessment of Infants and Young Children. Samuel J Meisels
and Emily Fenichel. (1996). Washington, DC: National Center for Infants, Toddlers, and Families. This
book presents ideas for assessing infants and children, parents’ perspectives on sharing responsibility and
commitment, effect of children's backgrounds and interviewing techniques, and approaches to and
philosophies of assessing infants and children. A zero-to-three mission statement and a value-based
model of infant and toddler assessment are included.
Observation: The Primary Tool in Assessment—To See Each Child with Wisdom, Humor, and
Heart. Exchange Press. Redmond, WA: Author. This training kit is designed to introduce teachers to
using observation as the primary tool in gathering evidence of developmental growth and to develop
skills in doing so. It contains: expected training outcomes, preparation instructions, raining strategies and
tips, implementation steps, follow-up activities for teachers, follow-up activities for
administrators/directors, a learning assessment, a training evaluation/further needs assessment, a resource
list, and the articles "Observation: The Primary Tool in Assessment" by Kay Stritzel Rencken and "To
See Each Child with Wisdom, Humor, and Heart" by Sally Cartwright
Observation and Participation in Early Childhood Settings: A Practicum Guide, Birth through
Age Five. Jean Billman, and Janice A. Sherman, (1997). Needham Heights, ME: Allyn & Bacon. The
book is designed to guide readers' participation with children of different age groups in a variety of early
childhood settings. The book encourages readers to interact with children as they learn more about
development by carrying out the activities outlined in each chapter.
Oral Language and Early Literacy in Preschool: Talking, Reading, and Writing. Kathleen A.
Roskos. (2004). Newark, DE: International Reading Association. The authors have collaborated on a
simple model for joining oral language and early literacy that will prepare children for life both in and
out of school. Chapters offer current research, planning and assessment suggestions, and instructional
approaches to help you make informed decisions about what oral language skills children need to learn,
what kinds of language and literacy experiences to provide, what to look for in programs and materials,
and whether children are making progress in their use of language.
Pathways to Competence. Sarah Landy. (2002). Baltimore: Brookes. Readers will explore nine social
and emotional domains of children from birth to six years: a sense of body self, attachment to caregivers,
play and imagination, language and communication, self-esteem, morality and conscience, emotion
regulation, concentration and problem solving, and empathy and pro-social behavior. For each domain,
readers get an entire chapter that includes: a breakdown of major theories and descriptions of key
research findings; a detailed, age-specific description of how young children develop in each domain;
easy-to- implement suggestions professionals can use to help caregivers — and help themselves —
interact with children and guide their development; tips to help professionals interact positively with
caregivers; group exercises and activities that help caregivers enhance development, both in themselves
and in their children; discussion questions for pre-service and in-service professionals and suggestions
for further reading; and an appendix of assessment tools that will help measure the child's progress.
The Portfolio and Its Use: A Road Map for Assessment. Sharon MacDonald. (1997). Little Rock, AK:
Southern Early Childhood Association. This book includes chapters on how young children learn,
advantages of portfolio assessment, building portfolios and anecdotal records, and using portfolios.
Practice with Student-Involved Classroom Assessment. Judith A. Arter. (2001). Portland, OR:
Assessment Training Institute. This workbook was written to accompany Rick Stiggins’ book, Student-
Involved Classroom Assessment, 3rd Edition. It offers guided practice in applying the strategies
described in the text. This is a book not to be read, but to be ―done.‖ It provides creative and engaging
hands-on activities that help teachers bring student-involved assessment to the lives of their classrooms.

The Primary Program: Growing and Learning in the Heartland, 2nd Edition. Nebraska Department
of Education. (2001). Lincoln, NE: Author. A variety of professionals helped create this curriculum on
the following beliefs: children construct their own knowledge; physical environments support education
goals; learning must be active; language development works best in social contexts; inclusive programs
expand all children's opportunities; families must be partners with schools; honoring each child's
background helps build self respect and respect for others; appropriate assessment helps strengthen
learning; and health contributes to learning.
The Portfolio Book: A Step-by-Step Guide for Teachers. Elizabeth Shores . (1998). Beltsville, MD:
Gryphon House. The Portfolio Book provides portfolio assessment techniques in easy-to-manage steps,
made simple enough to become part of the everyday teaching process, and making portfolio assessment
an exciting exploration of each child’s learning adventure.
Six Simple Ways to Assess Young Children. Sue Gober. (2002). Albany, NY : Delmar. Six Simple
Ways to Assess Young Children is an easy-to-read resource for child care providers and educators who
are concerned about the most valid ways to evaluate growth and development of the children they teach.
The methods of assessment covered in this book are: developmental checklists; parent interviews; self
portraits; scribbling, drawing, and writing samples; audio or videotapes; and anecdotal records.
Spotlight on Young Children and Assessment. Derry Koralek, (Ed.). (2004). Washington, DC:
National Association for the Education of Young Children. In this collection of articles from Young
Children and other NAEYC resources, the authors describe how assessment is informing and improving
their practice to better support children's development and learning.
Student-Involved Classroom Assessment, 3rd Edition. Richard Stiggins. (1997). Upper Saddle River,
NJ: Prentice-Hall. The third edition of this nationally acclaimed textbook continues to expand on
practical guidelines for developing quality classroom assessment practices. It provides a wealth of ideas
for improving learning through effective assessment and shows how students can be successfully
involved in the process.
Transdisciplinary Play-Based Assessment: A Functional Approach to Working with Young
Children. Toni W. Linder. (1994). Baltimore, MD: Brookes. This book includes rationale, model and
guidelines for the transdisciplinary play-based assessment. Also see the videotape entitled And You
Thought They Were Just Playing.
Windows on Learning. Judy Harris Helm. (1998). New York: Teachers College Press. Windows on
Learning shows a variety of ways to document; how to collect, analyze and display children’s work; how
to develop individualized portfolios; and how to meet the demands for accountability prevalent in US
schools. Methods are applicable to many different curriculum models, including thematic teaching and
the Project Approach.
Work Sampling System, 3rd Edition. Samuel J. Meisels, et al. (1994). Ann Arbor, MI: Rebus Planning
Associates, Inc. This authentic assessment tool for preschool ages through 5th grade includes: overview;
teacher's manual; Omnibus Guidelines for preschool ages through 5th grade; preschool-3; preschool-4;
separate kindergarten through fifth grade developmental guidelines; and samples of each age levels
checklists and reports.

Videotapes
Active Learning. This videotape demonstrates how young children enter an expanded world of active
learning through their experiences in High/Scope K-3 classrooms. See why at any age people learn best
from first hand experiences—by working directly with people and materials, building on what they
already know. High/Scope Press. 1991.
And You Thought They Were Just Playing: Transdisciplinary Play-Based Assessment. This
illuminating video shows early intervention professionals and preschool center staff how to use
transdisciplinary play-based assessment (TDBA), a widely acclaimed method for evaluating the skills of
children from birth to age 6. The videotape shows the benefits of TPBA, illustrates how to facilitate play,
and interprets child behaviors. Viewers may also want to read Transdisciplinary Play-Based Assessment,
available from the Early Childhood Training Center ’s Media Center . Brookes Publishing. 1995.
Making Meaningful Changes in Program Design. This set contains the following video presentations
and footage and a CD containing the Power Point slides that accompany the presentations. Tape 1:
Federal Perspective, Overview of Training and Evaluation Findings, Overview of Training Design,
Module 1: Content Planning. Tape 2: Module 2—Teaching Strategies, Module 3—Practice and Play.
Tape 3: Module 4—Assessment for Individualization, Early Childhood Strategies in Practice. Tape 4:
Panel Discussion—Advice to Programs Concerning Professional Development and Working with
Parents, The Central Place of Language Development in Early Childhood Programs. US Department of
Education. (2003).
Multi-Age Classrooms: Techniques for Teachers. This video shows how teachers in multi-age
classrooms are using techniques that address student's varying developmental needs. These techniques
include using learning centers, thematic teaching, cooperative learning and multiple assessment
strategies. Produced and distributed by ASCD. 1998.
Performance Assessment: A Teacher’s Way of Knowing. This video is written and narrated by
Samuel J. Meisels, principal author of the Work Sampling System, a performance assessment for
preschool–grade 5. The principles of performance assessment are explained with illustrations from a
Head Start program and kindergarten and third grade classes. The guidelines for all assessment (fairness,
multiple sources for information, context, setting and continuity) are illustrated. Assessment of
achievement is also defined. The components of performance assessment (systematic observation,
documentation and evaluation) are defined and illustrated. Produced and distributed by Davidson Films,
Inc. 1993.
Phonological Awareness: Literacy Screening for Preschool. PALS-Pre-K is a scientifically-based
phonological awareness and literacy screening that measures preschoolers' developing knowledge of
important literacy fundamentals and offers guidance to teachers for tailoring instruction to children's
specific needs. The assessment reflects skills that are predictive of future reading success and measure
name writing ability, upper and lower-case alphabet recognition, letter sound and beginning sound
production, print and word awareness, rhyme awareness and nursery rhyme awareness. The assessment
scores indicate children's strengths and those areas that may require more direct attention. University of
Virginia . 2004.
A Place to Learn and Grow: Charting Growth and Assessment. This 8-part video series looks at the
characteristics of a good, developmentally appropriate program. This program demonstrates strategies for
assessing children: the profile of progress, the parent/teacher/child conference and the early childhood
assessment team. National Association for the Education of Young Children and the Nebraska and Iowa
Departments of Education. 1996.

A Place to Learn and Grow: Play—The Seeds of Learning. This 8-part video series looks at the
characteristics of a good, developmentally appropriate program. In this video, the viewer will examine
the role of play in the classroom, how the child uses play to understand his or her world, how play
evolves as children learn to socialize with others, and finally how instructors and caregivers can use play
as a means for assessing a child’s abilities. National Association for the Education of Young Children
and the Nebraska and Iowa Departments of Education. 1996.
Video Observations for the Early Childhood Environmental Rating Scale, revised. This video,
designed for use as a self-instruction or with an instructor, contains vignettes to use in practicing scoring
various ITERS items. It is suitable for training care providers in infant/toddler groups who will be using
the scale for self-evaluation. It is also suitable for other evaluators from outside the group, such as center
directors, training specialists, early childhood education students, program supervisors and researchers.
Teachers College Press. 1999.
Video Observations for the Family Day Care Rating Scale. The videotape is intended to be used for
training in the FDCRS. The Family Day Care Rating Scale assesses the following areas: Space and
Furnishing for Care and Learning; Basic Care; Language and Reasoning; Learning Activities; Social
Development; Adults Needs; and Supplementary Items: Provisions for Exceptional Children. Teachers
College Press. 1992.
Video Observations for the Infant/Toddler Environment Rating Scale, revised. This videotape
contains vignettes to use in practicing scoring of various ITERS items. This videotape was designed to be
used either for self-instruction of with an instructor. It is suitable for training early childhood care givers
in infant/toddler groups who will be using the scale for self-evaluation, as well as other evaluators from
outside the group, such as center directors, training specialists, early childhood education students,
program supervisors and researchers. Teacher's College Press. 2003.
Assessment Instruments
COR / Child Observation Record for Infants and Toddlers. (2005). High/Scope. Ypsilanti, MI:
Author. The Infant-Toddler COR can help you gather, organize, document, use, and learn from your
observations of children within the context of everyday life at your center or home setting. Unlike
diagnostic instruments that focus narrowly on problems and deficits, the COR focuses on children’s
strengths. By providing a complete and accurate picture of each infant’s or toddler’s developing abilities,
the COR helps caregivers do a better job of supporting the development of individual children and of
planning for the group as a whole.
Creative Curriculum for Preschool Implementation Checklist. (2003). Teaching Strategies, Inc.
Washington, DC: Author. The Creative Curriculum for Preschool Implementation Checklist is designed
to assess how well the Curriculum is being implemented as intended. The Implementation Checklist may
be used alone or with its related forms: the Classroom Profile and the Progress and Planning Form. A
copy of each of these forms is included with the Checklist.
Infant/Toddler Environment Rating Scale, Revised Edition. Thelma Harms. (2006). New York:
Teachers College Press. The ITERS-R Video Observation Package consists of an interactive videotape
guide. The videotape contains short scenes for scoring practice; the guide provides the accompanying
print materials needed for the training. The ITERS-R Video Observation Package was designed to be
used either for self-instruction or with an instructor. It is suitable for training child care providers in
infant/toddler groups who will be using the scale for self-evaluation, as well as other evaluators from
outside the group, such as program directors, training specialists, early childhood education students,
program monitors, and researchers.

The Ounce Scale, Administrator's Kit. Samuel Meisels. (2003). New York: Pearson Early Learning.
The Ounce Scale is an observational assessment for evaluating infant and toddler development over a
period of three-and-a-half years—from birth to 3 1/2. Its purpose is twofold: (1) to provide guidelines and
standards for observing and interpreting young children's growth and behavior, and (2) to provide
information that parents and caregivers can use in everyday interactions with their children.
PQA: Preschool Program Quality Assessment. High/Scope Educational Research Foundation. (2003).
Ypsilanti, MI: Author. The PQA is a rating instrument designed to evaluate the quality of early childhood
programs and identify staff training needs. This second edition offers a completely revised format and
scoring system for ease of use and greater accuracy.
Program Administration Scale: Measuring Early Childhood Leadership and Management. Teri N.
Talan. New York: Teachers College Press. Designed to reliably measure the leadership and management
practices of center based early childhood organizations, this instrument looks at 10 categories: human
resources development, personnel cost and allocation, center operations, child assessment, fiscal
management, program planning and evaluation, family partnerships, marketing and public relations,
technology, and staff qualifications.
School-Age Care Environment Rating Scale. Thelma Harms, et al. (1996). New York: Teachers
College Press. This instrument covers space and furnishings, health and safety, activities, interactions,
program structure, and staff development. Includes a chapter on special needs, individualization,
providing many opportunities to learn and practice skills, engagement, peer interactions, and how to
promote communication.
CD-ROM
Exchange Articles on CD, #9: Taking Stock: Evaluation Tools for Program, Teacher, and Director.
Child Care Information Exchange. (2005). Redmond, WA : Exchange Press. Over twenty articles by
leading educators are included on this disk, divided into three categories: program evaluation, teacher
evaluation, and director evaluation.