Test Bank
R
U
For
SE
Assessment in Early Childhood
Education
IS
8th Edition
O
Sue C. Wortham, Professor Emerita, University of Texas at
N
San Antonio
N
Belinda J. Hardin, Associate Professor Emerita, The University
O
of North Carolina at Greensboro
C
ED
Prepared by
Belinda J. Hardin, Associate Professor Emerita, The University
of North Carolina at Greensboro
M
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, TABLE OF CONTENTS
PART I Introduction to Assessment in Early Childhood
Chapter 1: An Overview of Assessment in Early Childhood 1
Chapter 2: How Infants and Young Children Should Be Assessed 3
Chapter 3: Communicating with Families 5
R
U
PART II Standardized Tests
SE
Chapter 4: How Standardized Tests are Used, Designed, and Selected 7
Chapter 5: Using and Reporting Standardized Test Results 9
IS
O
PART III Classroom Assessments
N
Chapter 6: Data-Driven Decision Making, Assessment, and Documentation 11
N
Chapter 7: Observation 13
O
Chapter 8: Checklists, Rating Scales, and Rubrics 15
C
Chapter 9: Teacher-Designed Assessment Strategies 17
ED
Chapter 10: Performance-Based Assessment Strategies 19
Chapter 11: Portfolio Assessment 21
M
ANSWER KEY 23
iv
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All rights reserved.
, CHAPTER 1
AN OVERVIEW OF ASSESSMENT IN EARLY CHILDHOOD
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
children with cultural and language differences?
Multiple Choice
1. Why is assessment with infants and preschool children used?
R
A. To determine developmental progress or to diagnose developmental delays.
B. To identify children for special education services.
U
C. To ensure that government agencies have developmental statistics on young children.
D. To qualify children with disabilities for residential facilities.
SE
2. What was the result of the child study movement?
A. The establishment of IQ testing
B. The establishment of developmental norms
IS
C. The call for teaching preschoolers academic skills
D. The narrowing of family participation
O
3. The first standardized tests were
N
A. Published by large commercial companies
B. Started as informal assessments
C. Only used with young children
N
D. Used in laboratory schools at universities
O
4. Legislation to address the needs of children with disabilities was
A. First required for infants and toddlers
C
B. Developed with one omnibus law
C. Gradually expanded with ongoing legislation
ED
D. A top priority of congress
5. Concerns about assessing English Language Learners (ELLs) include all of the following
EXCEPT
M
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
6. Bronfenbrenner’s work greatly influenced
A. Standardized testing
B. Legislation for children with disabilities
1
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All rights reserved.
, C. The Child Study Movement
D. Head Start
7. Inclusion means children with disabilities are
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
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
R
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
U
D. States did not feel the tests were fair for all populations of children
SE
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
IS
D. Only measure the information children learn in the school context
10. The purpose of Common Core Standards is
O
A. To provide flexibility to states in measuring student achievement
B. To establish greater uniformity in what children are learning nationally
N
C. To ensure easier expectations for education across the nation
D. To help state create greater diversity of goals
N
O
C
ED
M
2
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All rights reserved.
R
U
For
SE
Assessment in Early Childhood
Education
IS
8th Edition
O
Sue C. Wortham, Professor Emerita, University of Texas at
N
San Antonio
N
Belinda J. Hardin, Associate Professor Emerita, The University
O
of North Carolina at Greensboro
C
ED
Prepared by
Belinda J. Hardin, Associate Professor Emerita, The University
of North Carolina at Greensboro
M
Boston Columbus Indianapolis New York San Francisco Hoboken
Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto
Delhi Mexico City Sao Paolo Sydney Hong Kong Seoul Singapore Taipei Tokyo
, TABLE OF CONTENTS
PART I Introduction to Assessment in Early Childhood
Chapter 1: An Overview of Assessment in Early Childhood 1
Chapter 2: How Infants and Young Children Should Be Assessed 3
Chapter 3: Communicating with Families 5
R
U
PART II Standardized Tests
SE
Chapter 4: How Standardized Tests are Used, Designed, and Selected 7
Chapter 5: Using and Reporting Standardized Test Results 9
IS
O
PART III Classroom Assessments
N
Chapter 6: Data-Driven Decision Making, Assessment, and Documentation 11
N
Chapter 7: Observation 13
O
Chapter 8: Checklists, Rating Scales, and Rubrics 15
C
Chapter 9: Teacher-Designed Assessment Strategies 17
ED
Chapter 10: Performance-Based Assessment Strategies 19
Chapter 11: Portfolio Assessment 21
M
ANSWER KEY 23
iv
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All rights reserved.
, CHAPTER 1
AN OVERVIEW OF ASSESSMENT IN EARLY CHILDHOOD
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
children with cultural and language differences?
Multiple Choice
1. Why is assessment with infants and preschool children used?
R
A. To determine developmental progress or to diagnose developmental delays.
B. To identify children for special education services.
U
C. To ensure that government agencies have developmental statistics on young children.
D. To qualify children with disabilities for residential facilities.
SE
2. What was the result of the child study movement?
A. The establishment of IQ testing
B. The establishment of developmental norms
IS
C. The call for teaching preschoolers academic skills
D. The narrowing of family participation
O
3. The first standardized tests were
N
A. Published by large commercial companies
B. Started as informal assessments
C. Only used with young children
N
D. Used in laboratory schools at universities
O
4. Legislation to address the needs of children with disabilities was
A. First required for infants and toddlers
C
B. Developed with one omnibus law
C. Gradually expanded with ongoing legislation
ED
D. A top priority of congress
5. Concerns about assessing English Language Learners (ELLs) include all of the following
EXCEPT
M
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
6. Bronfenbrenner’s work greatly influenced
A. Standardized testing
B. Legislation for children with disabilities
1
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All rights reserved.
, C. The Child Study Movement
D. Head Start
7. Inclusion means children with disabilities are
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
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
R
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
U
D. States did not feel the tests were fair for all populations of children
SE
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
IS
D. Only measure the information children learn in the school context
10. The purpose of Common Core Standards is
O
A. To provide flexibility to states in measuring student achievement
B. To establish greater uniformity in what children are learning nationally
N
C. To ensure easier expectations for education across the nation
D. To help state create greater diversity of goals
N
O
C
ED
M
2
Copyright © 2020, 2016, 2012 Pearson Education, Inc. All rights reserved.
