Early Childhood - Connecticut State Department of Education

Assessment 4
“At its most basic level, assessment is the ability to see children,
to perceive what they can do in the hope of understanding how they learn.”
45
(Brainard, 1997)
HELPFUL TERMS
TYPES OF TEST INSTRUMENTS
ASSESSMENT IN EARLY CHILDHOOD EDUCATION
CONNECTICUT’S PRESCHOOL ASSESSMENT FRAMEWORK
PRINCIPLES OF ASSESSMENT FOR YOUNG CHILDREN
INFORMAL ASSESSMENT STRATEGIES
BEST PRACTICES
OBSERVING, RECORDING AND REFLECTING
ADDRESSING DEVELOPMENTAL CONCERNS
TYPICAL CLASSROOM CONCERNS AND SUGGESTED TOOLS
EVENT SAMPLING
PROBLEM-SOLVING APPROACH
PORTFOLIO COLLECTION TIME LINE
DESCRIPTIVE WORDS FOR RECORDING OBSERVABLE BEHAVIORS
REFLECTIVE QUESTIONS