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submit your answers to all three questions in oneWord document.

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of the assigned resources for this week. To view this week’s media resources, please use the streamingmedia player below.

 

Required Resources

  • Course Text: Assessing and Guiding Young Children’s Development and Learning
    • Chapter 4, “Documenting: Collecting Information”
    • Chapter 5, “Documenting: Recording Information”
    • Chapter 10, “Standardized Tests: What Early Childhood Teachers Should Know”

Media

  • Video: Laureate Education (Producer). (n.d.). Observation guidelines [Video file]. Retrieved fromhttps://class.waldenu.edu

    Note: The approximate length of this media piece is 10 minutes.

    Dr. Janet Gonzalez-Mena presents guidelines for observing young children.

    Note: Take detailed notes on the guidelines presented in the video

Content Review

Directions:

  • Respond to each item. Each response should be concise and between 2 and 3 paragraphs in length.
  • Use MS Word to write your responses, and submit your answers to all three questions in oneWord document.
  • Copy and paste each question within the document, so that your Instructor can see which question you are responding to.

 

  1. Review pages 51–63 of Assessing and Guiding Young Children’s Development and Learning and summarize two informal methods of assessment. Include each method’s strengths and limitations and how each can be utilized effectively, in your response.
  2. Assessment data is gathered through many “windows,” or combinations of sources, methods, and contexts. Based on Chapter 4 of your course text, explain, using examples, why gathering data from multiple windows is most likely to achieve valid assessment results.
  3. “It is the context that determines whether or not an assessment is an ‘authentic assessment,'” (McAfee & Leong, 2007, p. 66). Reflect on what you have learned about authentic assessment and then explain how the context can support or detract from authentic assessment results.
 

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