TEST BANK
Assessment in Early Childhood Education, 8th edition
By Sue Wortham, Belinda Hardin
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
PART I: INTRODUCTION TO ASSESSMENT IN EARLY CHILDHOOD
1.An Overview of Assessment in Early Childhood
2.How Infants and Young Children Should Be Assessed
M
3.Communicating with Families
PR
PART II: STANDARDIZED TESTS
4.How Standardized Tests Are Used, Designed, and Selected
5.Using and Reporting Standardized Test Results
ES
PART III: CLASSROOM ASSESSMENTS
6.Data-Driven Decision Making, Assessment, and Documentation
7.Observation
SI
8.Checklists, Rating Scales, and Rubrics
9.Teacher-Designed Assessment Strategies
VE
10.Performance-Based Assessment Strategies
11.Portfolio Assessment
G
R
AD
ES
, YTREWQ
CHAPTER 1
AN OVERVIEW OF ASSESSMENT IN EARLY CHILDHOOD
M
Short Essay Questions
1. Describe the purposes of assessment.
2. Describe concerns pertaining to assessing infants and toddlers.
3. What are some of the challenges that should be considered when assessing young
PR
children with cultural and language differences?
Multiple Choice
1. Why is assessment with infants and preschool children used?
A. To determine developmental progress or to diagnose developmental delays.
B. To identify children for special education services.
ES
C. To ensure that government agencies have developmental statistics on young children.
D. To qualify children with disabilities for residential facilities.
2. What was the result of the child study movement?
A. The establishment of IQ testing
B. The establishment of developmental norms
SI
C. The call for teaching preschooler’s academic skills
D. The narrowing of family participation
3. The first standardized tests were
VE
A. Published by large commercial companies
B. Started as informal assessments
C. Only used with young children
D. Used in laboratory schools at universities
4. Legislation to address the needs of children with disabilities was
G
A. First required for infants and toddlers
B. Developed with one omnibus law
C. Gradually expanded with ongoing legislation
D. A top priority of congress
R
5. Concerns about assessing English Language Learners (ELLs) include all of the following
EXCEPT
AD
A. Lower reading and language fluency scores may impact assessment results
B. Disproportionate numbers of ELLs are being placed in special education
C. ELLs should always be assessed and placed in special education classes when they
first enter American schools
D. The screening results for ELLs may not accurately reflect their development due to
cultural and language differences
ES
6. Bronfenbrenner’s work greatly influenced
A. Standardized testing
B. Legislation for children with disabilities
JHGFDS
, YTREWQ
C. The Child Study Movement
D. Head Start
7. Inclusion means children with disabilities are
M
A. Included in extracurricular activities
B. Mainstreamed with children with typical development for part of the day
C. Included in the same activities as children with typical development
PR
D. Included in residential facilities
8. One issue with the accountability era testing is
A. States were surprised by complaints of how easy the tests were
B. States felt children with disabilities should be given the same tests as other children
C. States were disappointed that children were not tested in all academic areas
D. States did not feel the tests were fair for all populations of children
ES
9. Alternative assessments can
A. Measure how children apply what they learn
B. Provide a standardized measure of children’s knowledge
C. Measure children’s knowledge once they have learned how to read
SI
D. Only measure the information children learn in the school context
10. The purpose of Common Core Standards is
A. To provide flexibility to states in measuring student achievement
B. To establish greater uniformity in what children are learning nationally
VE
C. To ensure easier expectations for education across the nation
D. To help state create greater diversity of goals
G
R
AD
ES
JHGFDS
Assessment in Early Childhood Education, 8th edition
By Sue Wortham, Belinda Hardin
M
PR
ES
SI
VE
G
R
AD
ES
, Table of Content
PART I: INTRODUCTION TO ASSESSMENT IN EARLY CHILDHOOD
1.An Overview of Assessment in Early Childhood
2.How Infants and Young Children Should Be Assessed
M
3.Communicating with Families
PR
PART II: STANDARDIZED TESTS
4.How Standardized Tests Are Used, Designed, and Selected
5.Using and Reporting Standardized Test Results
ES
PART III: CLASSROOM ASSESSMENTS
6.Data-Driven Decision Making, Assessment, and Documentation
7.Observation
SI
8.Checklists, Rating Scales, and Rubrics
9.Teacher-Designed Assessment Strategies
VE
10.Performance-Based Assessment Strategies
11.Portfolio Assessment
G
R
AD
ES
, YTREWQ
CHAPTER 1
AN OVERVIEW OF ASSESSMENT IN EARLY CHILDHOOD
M
Short Essay Questions
1. Describe the purposes of assessment.
2. Describe concerns pertaining to assessing infants and toddlers.
3. What are some of the challenges that should be considered when assessing young
PR
children with cultural and language differences?
Multiple Choice
1. Why is assessment with infants and preschool children used?
A. To determine developmental progress or to diagnose developmental delays.
B. To identify children for special education services.
ES
C. To ensure that government agencies have developmental statistics on young children.
D. To qualify children with disabilities for residential facilities.
2. What was the result of the child study movement?
A. The establishment of IQ testing
B. The establishment of developmental norms
SI
C. The call for teaching preschooler’s academic skills
D. The narrowing of family participation
3. The first standardized tests were
VE
A. Published by large commercial companies
B. Started as informal assessments
C. Only used with young children
D. Used in laboratory schools at universities
4. Legislation to address the needs of children with disabilities was
G
A. First required for infants and toddlers
B. Developed with one omnibus law
C. Gradually expanded with ongoing legislation
D. A top priority of congress
R
5. Concerns about assessing English Language Learners (ELLs) include all of the following
EXCEPT
AD
A. Lower reading and language fluency scores may impact assessment results
B. Disproportionate numbers of ELLs are being placed in special education
C. ELLs should always be assessed and placed in special education classes when they
first enter American schools
D. The screening results for ELLs may not accurately reflect their development due to
cultural and language differences
ES
6. Bronfenbrenner’s work greatly influenced
A. Standardized testing
B. Legislation for children with disabilities
JHGFDS
, YTREWQ
C. The Child Study Movement
D. Head Start
7. Inclusion means children with disabilities are
M
A. Included in extracurricular activities
B. Mainstreamed with children with typical development for part of the day
C. Included in the same activities as children with typical development
PR
D. Included in residential facilities
8. One issue with the accountability era testing is
A. States were surprised by complaints of how easy the tests were
B. States felt children with disabilities should be given the same tests as other children
C. States were disappointed that children were not tested in all academic areas
D. States did not feel the tests were fair for all populations of children
ES
9. Alternative assessments can
A. Measure how children apply what they learn
B. Provide a standardized measure of children’s knowledge
C. Measure children’s knowledge once they have learned how to read
SI
D. Only measure the information children learn in the school context
10. The purpose of Common Core Standards is
A. To provide flexibility to states in measuring student achievement
B. To establish greater uniformity in what children are learning nationally
VE
C. To ensure easier expectations for education across the nation
D. To help state create greater diversity of goals
G
R
AD
ES
JHGFDS
