CSCI 415 TERM PAPER TOPICS SELECTION – Spring 2020 Due Monday, February 7, 2021 (11:59pm) Please select your top three ethics topics (in order of preference) from the list below and email your choices to me by Monday, February 7, 2021. I will compile a list by name of your selected topics to reduce the number of duplicate topic areas.  You will only be assigned one topic but I want your top three to make putting together the list easier. If there is another topic that you think would fit into the class that you are interested in, go ahead and submit that too. I'm interested in expanding this list. Paper Requirements: Required topic headings for your paper should include the background surrounding the issue, a historical perspective, current issues that are applicable, legislation dealing with this topic, examples, global dynamics/impact (such as issues, processes, trends, and systems),personal impact from a global perspective, and a summary. These are the topics to be discussed in the term paper Each paper should contain a reference list of at least five (5) different substantial and quality references. The references and reference citations for the term paper must be to a current event less than 3 years old (a reference with no date (n.d.) is not acceptable). This requires a reference citation in the text of the paper and a reference at the end of the paper to which the reference citation applies.  You must include some information obtained from the reference in your answer. The references must be found on the internet and you must include a URL in your reference so that the reference can be verified. You cannot use information from the text book or any book/article by the author of the text book as a current event. Make sure that your reference has a date of publication. The body of the paper should be a minimum of six typed double spaced pages. Your cover page and reference page cannot be counted in this number. You should use the APA format for your reference citations and the reference page. This course has been designated as a global course which includes the requirement that you must place this term paper in your ManeSync Experiences. A screen shot must be attached to your term paper that you submit for grading to prove that the paper was placed in your ManeSync Experiences. Directions for using ManeSync Experiences are provided in the following document under the Term Paper tab: ManeSync Experiences Instructions.docx Feel free to use the Communications Skill Center (http://www.tamu-commerce.edu/litlang/CSC/located.htm), Hall of Languages, Room 103, Phone No. 903.886.5280 to assist you with this writing assignment. Check out www.citationmachine.net for tips on properly citing works. ·  Comparing Codes of Ethics (pick four ex: ACM, IEEE, etc…) ·  Cyber Crime, Cyber Forensics, and the Internet ·  Data Mining: Methods, Misuse, and Issues Regarding Privacy · Ethical Concerns in the Field of Wearable Computing · Ethi ...

1. CSCI 415 TERM PAPER TOPICS SELECTION – Spring 2020
Due Monday, February 7, 2021 (11:59pm)
Please select your top three ethics topics (in order of
preference) from the list below and email your choices to me by
Monday, February 7, 2021. I will compile a list by name of your
selected topics to reduce the number of duplicate topic areas.
You will only be assigned one topic but I want your top three to
make putting together the list easier. If there is another topic
that you think would fit into the class that you are interested in,
go ahead and submit that too. I'm interested in expanding this
list.
Paper Requirements:
Required topic headings for your paper should include the
background surrounding the issue, a historical perspective,
current issues that are applicable, legislation dealing with this
topic, examples, global dynamics/impact (such as issues,
processes, trends, and systems),personal impact from a global
perspective, and a summary. These are the topics to be
discussed in the term paper
Each paper should contain a reference list of at least five (5)
different substantial and quality references. The references and
reference citations for the term paper must be to a current event
less than 3 years old (a reference with no date (n.d.) is not
acceptable). This requires a reference citation in the text of the
paper and a reference at the end of the paper to which the
reference citation applies. You must include some information
obtained from the reference in your answer. The references
must be found on the internet and you must include a URL in
your reference so that the reference can be verified.
You cannot use information from the text book or any
book/article by the author of the text book as a current event.
Make sure that your reference has a date of publication.

2. The body of the paper should be a minimum of six typed double
spaced pages. Your cover page and reference page cannot be
counted in this number. You should use the APA format for
your reference citations and the reference page.
This course has been designated as a global course which
includes the requirement that you must place this term paper in
your ManeSync Experiences. A screen shot must be attached to
your term paper that you submit for grading to prove that the
paper was placed in your ManeSync Experiences. Directions
for using ManeSync Experiences are provided in the following
document under the Term Paper tab: ManeSync Experiences
Instructions.docx
Feel free to use the Communications Skill Center
(http://www.tamu-commerce.edu/litlang/CSC/located.htm), Hall
of Languages, Room 103, Phone No. 903.886.5280 to assist you
with this writing assignment.
Check out www.citationmachine.net for tips on properly citing
works.
· Comparing Codes of Ethics (pick four ex: ACM, IEEE, etc…)
· Cyber Crime, Cyber Forensics, and the Internet
· Data Mining: Methods, Misuse, and Issues Regarding Privacy
· Ethical Concerns in the Field of Wearable Computing
· Ethical Uses of Cryptology in Computers and Information
Technology
· Ethical Issues in Government
· The Ethics of software Use and Acquisition: Applying
Copyright and Patent Laws
· Ethical Issues in Research Practices: Rights of Human
Subjects, Debriefing, Disclosing Results
· Ethics on the Job: Exchanging Gifts, Outside Employment,
Misuse of Property
· Ethical Issues Involved in the Human Genome Project
· Ethics of Downloading Digital Music and Video
· Ethical Questions Raised in the Music Industry
· The Ethics of Software Development: Code that Kills
· Government's Role with the Internet

3. · Hackers and Ethics
· Internet Safety for Kids
· Medical Records: Ethical Issues in Patient Care and
Information Distribution
· Monitoring Software: Privacy, Policy, and Practical Issues
· Privacy on the Internet: Practice of “Pipe Dream”
· Technology: The Need for a New Ethical Framework
· The Politics of Gender Equity in the field of ‘computer
science’ or ‘information technology’.
· Using Digital Images in Educational Websites and Classroom
Projects
· The Ethics of Cyberwarfare
Grading Rubric for Term Paper
Grading criterion Unit Points Total Points
Uploaded to correct Dropbox 4 4
Submitted on time 15 15
Document Filename:
Your Last Name,first and middle initial with correct quiz
number 4 4
(Example only: Creider_RD_tp)
Documentation that you placed the term paper in your
ePortfolio in Mane Sync 10
Minimum of 6 typed, double-spaced pages 5 15
(excluding cover and reference pages - use APA style)
Rationally expressed opinions, experiences (personal or
observed), 8
arguments and premises (where appropriate) to support
responses
(did not simply restate/summarize author/textbook/article)
Clearly presented classical ethics theories relative to topic 5
Included ‘URL’ for appropriate verifiable current event 10 23
(i.e., example of topic being discussed WITH EXPLANATION)

4. NOTE: Must be less than 4 years old
Grammatically correct and appropriate tone 7
(professional, non-offensive language)
Typographically correct 7 14
Included a minimum of five (5) 7
different substantial and quality references
full citations as needed 3
Used correct APA format 5 15
Used required and appropriate headings 10 10
Maximum grade 100 100
Appropriate Uses ٥٤ Early AssessmentsWhat's Next?
How Learning Progressions ‫ااهام‬ Teachers Support Children's
Development ‫همل‬ Learning
Peterl. Mangione, Tamarra Osborne, and Heidi Mendenhall
ormative assessment 15 an essential part 0٤ high-quality
practice 10 early childhood educators (10٧1 8 NRC 2015). But
what 05211٧ 0006 formative assessment mean, and what 0005 1
redrah 51 noitseuq 51011 ?ecitcarp doohdlihc ylrae ni 11 kool‫ا‬
10 answer than 1 ‫ا‬seems because there are many different 10٥5
0٤ formative
‫ع‬
assessment. Let’s 51211 ٦٧ 111 2 general definition 0
assessment.
10 1100 broadest 1011005, developmentally appropriate
assessment produces information that illuminates ٦٧hat

5. 0110101 ،،know and are able 10 00" (NRC 2008, 27). The
National Research Councils 2008 [00011 00 early
Young Children 2019 ٧‫للاا‬
20
make a quick note 01 119 0٧ about 2 question a child asked.
111 documenting a moment of learning 111 this informal way,
1119 teacher might not necessarily ٦٥٧ in 101101 how the
question may be tied 10 indicators 0٤ progress; the teacher
might 2150 have briefly reflected 01 1119 meaning 01 1119
child's question before responding.
Formative assessment is ‫ه‬ key part of instruction aimed at
understanding children's current ‫هملم‬ next levels 0٢ learning.
٨ 10001٢ formal assessment might 1001 very different. For
example, a toddler teacher might have planned 10 formatively
assess children’s progress 10 learning about cause ‫ل‬10‫ه‬ effect.
While looking for examples of 0111110105 experimentation
with cause and effect in their selfdirected play, she might notice
dna ecnuob 50010 0011٧٢ tuo dnif 01 stcejbo gnippord relddot ‫ه‬
then, over several days, trying new strategies (dropping
1100100 11000 different heights, throwing them) 10 see
whether they bounce higher. 10 determine the child’s current
and next levels of learning, the teacher might 129 a series 0٤
0100105 2100 link the 000105 10 learning progressions for
understanding cause and effect. ٨5 part 0٤ documenting the
sequence 0٤ learning, 119 teacher might also note ways 10
support 1109 child’s continuing exploration of causal
mechanisms, such 45 introducing new play materials 10 the
environment, making sure the child has ample uninterrupted
time 10 explore materials, and extending the play outside.
For intentional teachers, formative assessment 1 ‫ى‬embedded in
the curriculum planning process. It
childhood assessment describes the formative purpose 0٤
assessment as tracking the progress 0٤ individual children
toward learning objectives and using 1119 information to
inform curricular and instructional planning (NRC 2008).
Similarly, 4 more recent definition says formative assessment

6. 15 4 010055 teachers 115 10 monitor and provide feedback 00
children’s learning and 10 adjust their own instruction 10 better
meet children’s needs 0 (Bodrova & Leong 2018, 18). 10 1‫و‬ as
useful and meaningful as possible for teachers, formative
assessment 111 early education 5101110 have "a fixed plan and
structure,'' and yet be "individualized, flexible 10 meet the
context, and comprehensive ' (Riley-Ayers 2018, 2). Ideally,
formative assessment constitutes 2 key part 0٤ an ongoing
instructional cycle aimed ‫ها‬ understanding children’s current and
next levels 0٤ learning (IOM 8 NRC 2015).
Because they 10‫ع‬ educators ‫ه‬ research-based lens through which
10 understand children’s current 200 next 100015 of knowledge
and 51115, 120 171171‫و‬ progressions (sometimes called
learning trajectories 10 emphasize the 021‫ع‬ they are moving
toward) are a central feature of high-quality formative
assessment (101٧4 8 110 2015). Progressions define sequences
0٤ learning and development from less complex 10 more
complex and 110100 less challenging 10 100019 challenging.
Well-defined, research-based progressions incorporating data
gathered 01 thousands 0٤ children help teachers deepen their
understanding 0٤ the development and learning 0٤ the children
they teach. Such an approach 10 assessment 0101005 essential
information about how individual children 21‫ه‬ gaining 611115
and knowledge, SO learning progressions are critical 10 making
formative assessment useful. Formative assessments grounded
110 learning progressions enhance teachers’ 201111105 10
identify what each 11‫ل‬ currently knows 2100 10 design
educational activities 11‫ها‬ support children 110 moving 10 1109
next 19021 0٤ learning 210 development. 11015 15 especially
powerful ٧10011 teachers combine it with their personal
understanding 0٤ 221‫ع‬ individual child’s development, ideas
and input from families, and ‫ه‬ child’s own reflections on
documentation.F٥rmative assessment 1 practice
110 practice, formative assessment ranges 11010 informal 10
1011021, 1221110‫ه‬ ٧ planned, and brief 10 extended (Orland &
Anderson 2013). 100+ example, a teacher might

7. July 2019 Young Children
all of the 1015101 domains. There are also shorter versions of
the Preschool and 11‫و‬ DRDP-K, ‫ل‬411٥‫ن‬ the fundamental and
Essential Views, which include fewer domains and measures.
1109 1010101 represents 41 authentic approach 10 assessment.
٨٨ ٤ formative assessment, it focuses on children’s skills and
behavior that are observable and
The DRDP in Actien
٩٤ first, ‫ا‬ didn't understand the value ٥٤ the DRDP. ‫ا‬ thought ٤
was just something ٤0 ٤0 0‫ل‬ meet requirements.٧‫ا‬00‫ا‬
appreciate the information í٤ gives me about 0٧ ‫هاا‬ children/
because now 0‫ه‬0‫ا‬ see that the things ‫ا‬ observe help me ٤0
change the classroom ‫هلم‬ change the opportunities in the
classroom. This helps me be ‫ه‬ better teacher."
—Early ‫االه‬ Start Teacher
٨٨ part of ‫ه‬ program-wide professional learning community the
infant ‫هلم‬ toddler teachers in an Early Head start program meet
weekly to reflect on their written observations and the photos
they take of the children. ‫و‬٨ the teachers study their
observations, 1٥٧ use the DRDP's (Desired Results
Developmental Profile) learning progressions 10 deepen their
understanding 0 the children's learning ‫هلم‬ behavior. Teachers
discuss how the concrete information they have documented
about the children's knowledge, skills, ‫هلم‬ behaviors gives them
ideas about next steps in supporting the children's continuing
development ‫هلم‬ learning. They identify new ways to interact
with the children and adjustments they may make 10 the
learning environment.
Sometimes the teachers focus on ‫ه‬ specific learning progression
10 better prepare experiences that will support children's
movement along ‫ه‬ progression, fhe teachers' changes may be
small, such ‫هى‬ placing ٧‫ماه‬ materials on ‫ه‬ somewhat higher shelf
to encourage the infants 10 ‫ملااا‬ themselves to standing. ٦
teachers will then observe what happens, keeping in mind the
learning progression, which helps them anticipate ٧‫مهم‬ ‫طها‬1٧
come next. They 8٥٥ more clearly how ‫ه‬ small change affords

8. children opportunities 10 practice emerging skills that
eventually ‫اهله‬ to ‫ه‬ big move to the next level of development
and learning—in this case, from pulling ‫م‬ ‫لام‬ standing 10 being
10‫طاه‬ ‫ه‬ "coordinate ‫طهىام‬ movements in an upright position
without using support" (California Department 0‫أ‬ Education
2016 39).
After gaining experience with the DRDP, several ‫م‬ the teachers
have found it beneficial 10 think about learning progressions
٥٧٥٣٧ day. The infants ‫هلم‬ toddlers in their group are
developing rapidly, ‫ه‬1‫هلم‬ progressions help 19 teachers track
progress ‫هلم‬ offer appropriate challenges.
involves the ongoing collection 0٤information through
observation 2111 documentation, including written notes,
photos, videos, 011010 recordings, and 0011101108 0‫ا‬children’s
products. ٨5 documentation 18 gathered, teachers reflect 011 it.
1110٧ continue reflecting 45 they organize 1119 information,
and as part of the process, they 1110 documented moments of
learning 10 research- based progressions of knowledge
4115111‫ل‬ development. Teachers’ reflection 011 children’s
learning-individually and with colleagues, 1119 children, and
family members— 10005 10 the planning of experiences,
environments, and activities that further children’s learning.
10 511000011 intentional teaching, there 219 structured
measurement 10015, such as the Desired Results Developmental
110119 (DRDP) (California Department of Education 2016),
Teaching Strategies Gold (Teaching Strategies 2013), and Work
Sampling (Meisels, Xue, & Shamblott 2008). These tools enable
teachers 10 use the documentation they collect daily as
001121109 111 rating children’s developmental progress and
learning. As 10001000015 of teams that created 211 guide the
implementation 0٤ the Desired 12511115 Developmental
Profile, we devote the rest 0٤ 11115 article 10 explaining the
1018101 and 10٦٧ 1911000115‫ا‬ teaching and learning.Desired
Results Developmental Profile
11‫ى‬1 1074101‫و‬ an observational assessment that teachers use
10 measure children’s developmental progress and learni ng 110

9. the following domains:Approaches 10 I^eaming-Self-Regulation
ycaretiL dna egaugnaLtnempoleveD lanoitomE dna laicoS ‫و‬
DevelopmentCognition, including Math and SciencePhysical
Development-Health
» English Language DevelopmentHistory Social Science
» Visual 211‫ل‬ Performing Arts
There are multiple forms 01 the 1018101 The Infant/ Toddler
Comprehensive View 0٧15 the first five domains. The Preschool
Comprehensive View and DRDP-K Comprehensive View (for
use with transitional kindergarten and kindergarten-age
children) address
July 20
Young Children
22
measurements of individual children’s developmental progress
110 each 001112111.
1116 following principles guided 1100 0٧01211 development of
the 10141019 Assessments shouldBegin from constructs that are
based on developmental theory and research‫و‬developmentally
and individually appropriate
for the specific child being assessedculturally and linguistically
appropriate
for 1109 population being assessedAlign with states, early
learning and
development guidelines or standards
» Meet psychometric standards for reliability and validity
) Provide teachers with infomation that 100105 them be
effective in supporting the ongoing learning of young
childrenH٥w teachers use the DRDP
٨٥ a formative assessment, 11 101101 15 designed 10 contribute
10 teachers’ understanding 0٤ individual children’s
developmental progress 211‫ل‬ learning‫؛‬ it can also inform
planning 10 support children as they seek 10 reach the next
steps 110 learning. Many different early childhood education
programs have creatively incorporated the 1018101 11010 their
curriculum planning.

10. Learning progressions use data gathered on thousands ٥٤
children to ‫هام‬ ‫ط‬ teachers deepen their understanding of 1‫ه‬
learning of ‫اه‬ children they teach.
One 94100010 comes 11010 the Learning Center, a preschool
located 11 4 111121 community 11 California. 1109 program’s
director 411 teachers review DRDP data as 4 group three times
a year. The director described 110‫ه‬ process 10 the following
way: ٣٦٨٧9 all 51‫ا‬ together at one long table. We have 0111
copies of the 0011/%^01110 Preschool Curriculum
17101112101^ volumes 1-3, and the 007/017110 Preschool
1‫و‬20111171‫م‬ Foundations, volumes 1-3, 110 front 0٤ 115. 1
project the data 01 a large 1010 screen.” ٨5 they 0‫ع‬ through the
data together, they discuss possible 10041011025, ask
questions, and identify patterns that reveal areas 111 need 0٤
more attention.
that naturally occur 110 an early childhood program (Bagnato &
Yeh-Ho 2006). The 1018101 is completed over time by 2
teacher who knows a child well (i.e., the regular classroom
teacher, not an assistant brought 110 10 assess all 0٤ the
children as quickly as possible), 1151105 evidence gathered
through systematic observation and documentation. During 11‫ه‬
rating process, teachers document each child’s behavior and
engagement 110 learning 11 various ٦٧205, which may include
notes, photos, videos, and other electronic records as well as
artifacts produced 1‫ل‬ each child (.‫ع‬., art or building projects,
drawings that depict 2 story, dictation, writing, or input 110100
egdelwonk eht ,srenrael egaugnal laud [‫؟‬01 .(ylimaf s’dlihc ‫ه‬
and 11115 they demonstrate in their home languages and 11
English are both documented and used in the 1011095 rating
process.
The 101101 was developed by the California Department of
Education in collaboration with University 0٤ California
Berkeley Evaluation and Assessment Research (BEAR), WestEd
(where the authors 0٤ 1015 article work), and 11‫ه‬ Napa County
Office 0٤ Education. The BEAR Assessment System (Wilson
200‫)و‬ provided the initial framework. The first step was

11. consulting with leading experts in each developmental domain
to identify major constructs (like self-regulation) 1010 theory
and research that could be specified 45 learning progressions.
11 constructs and related 1021101 10‫ع‬ progressions were 11100
presented 10 panels of early childhood educators, whose
feedback informed the revision process. Once early educators
arrived at wording they considered meaningful 201 useful, the
DRDP development team conducted a series of studies. 11‫ه‬ goal
0٤ these studies was 10 establish the 101101 scales that would
produce valid and reliable
23
Y0ung Children
July 2019
emphasized in their action plans 45 they reflected 01 the
children’s learning. 11٦ doing 50, they continued 10 refer 10
the 101101 learning progression for curiosity and initiative, as
well 45 10 the other learning progressions 111 11 social and
emotional domain. The director noted that the teachers grew 11
their understanding 0٤ social and emotional development and
the children 2150 made progress. The director ٤11 that the use
0٤ 1109 1015101 learning progressions 20‫ل‬ data 1020 informed
classroom decisions and refinements 11 the teachers, curricular
approach.
Teachers need dedicated ‫اأمم‬ to ‫م‬٣‫اه‬ to use progressions, review
children's progress, ٣‫ماه‬ ‫ملم‬ ‫ه‬ next steps in supporting children's
growth.
Ultimately, 115 process led 10 an agency-wide exploration 0٤
what might happen 11 teachers provided more open-ended
opportunities for play and learning and removed many 0٤ the
product-based experiences. It :‫ى‬ noteworthy that once 1115
change was fully implemented, 2 quality rating and
improvement system coach reported that the program showed
increased quality of language interactions between teachers and
children (as indicated by the CLASS program assessment 1001
[Pianta, LaParo, &* Hamre 20081).Cosing thoughts‫عهاا‬ ٩ ‫؛‬ tor
systemic ‫عاوع‬

12. ٨ concern that often arises when teachers start to use learning
progressions embedded 11 2 structured assessment 1001 15 that
the process requires 100 much time and can 09 overwhelming.
10 address 11115 concern, teachers may ask for 2 shorter
assessment form with fewer learning progressions. 11 contrast,
other teachers sometimes express concern 1٤ 41 assessment 15
100 short, ٧111 100 few learning progressions; they want 10 be
sure 11٧ are addressing all of the key areas of young children’s
knowledge 211 61111 development. The issue 011‫ى‬ down 1 ‫وم‬
trade-off between the amount 0[ information an assessment
provides and the amount 0٤ effort needed 10 use the set 01
learning progressions that comprises 1109 assessment. ‫ى‬٨
programs examine the content of different assessment 10015,
they need 10 consider 115 trade-off carefully, making sure they
select 2 tool that 15 well with the major areas addressed by
year, the director and teachers at the Learning Center looked ‫ها‬
the information 11 several ways, including reviewing individual
1200115 ٤01 each child and group reports for each class. 11
particular they focused their attention 00 the group 1900115,
which indicated 111 ‫ها‬ the children generally appeared 10 need
more opportunities 10 grow 110 the social and emotional
domain. They turned 10 the chapter 010 social 211 emotional
development 110 volume 1 0٤ 11 001%77110 Preschool
Curriculum 10111210* (California Department of Education
2010) 10 100 ideas they could implement 10 better support the
children’s development 11 that domain.
Comparing that framework with their curriculum resources, the
teachers noticed 10‫ها‬ though they had many great practices 111
place for 50121 and emotional development in general, the
classrooms lacked opportunities 10 support 1011010115
curiosity and initiative. Since the 101101 has a learning
progression for curiosity 2nd initiative as part 0٤ its social and
emotional domain, the teachers 102‫ه‬ ‫ل‬ clear picture of the next
steps 110 11 children’s progress. The teachers decided 10 focus
on creating more developmentally appropriate opportunities for
the children 10 ask questions, engage 110 001001011 solving,

13. and take initiative 11٦ making sense 0٤ how things work. 110
addition, because close 10 50 percent of the 1111191 50010 ‫ه‬
language other than English at home, 111 every action plan the
teachers decided 10 weave in ideas from the curriculum
framework’s chapter on English language development.
The next step for the teachers was 10 implement their action
014115, which expanded children’s process- based problem-
solving experiences, exploration, and investigation 0 ideas and
questions—-and de-emphasized product-based activities. 11 the
weeks that followed, the teachers gave heightened attention 10
the areas
July 2018
Young Children
24
California Department 0٤ Education. 2010. California Preschool
Curriculum 1٢1112100^‫م‬, Volume 1: Social-Emotional
102102010711211 ‫و‬٤ Language 4114 Literacy. English
1611914492 Development, Mathematics. Sacramento: California
Department of Education.
California Department 0٤ Education. 2016. 909 (2015): 4
Developmental Continuumfrom Early Infancy ٤0 Kindergarten
1271٤72^2/127151^0071170 001%1225‫ر‬: Viewfor Use with
Preschool- 492 0711142271. Sacramento: California Department
0٤ Education.(Institute 0٤ Medicine) 8 NRC (National Research
Council).Transforming ٤12 14607072201 0711141211 Birth
through Age 9:4 7711/171‫و‬ Foundation. Washington, 100: The
National Academies 11955.
www.nap.edu/read/19401/chapter/i.S.J., Y. Xue, 8 M.
Shamblott. 2008. "Assessing language. Literacy, and
Mathematics Shills with WorkSampling for 1124^4 Start: Early
Education & Development 19 (6): 963-81.(National Research
Council). 2008. 124^‫لأ‬ Childhood Assessment: Why, What, and
How. Report. Eds. 0.1. Snow 8 9.1. Van Hemel. Washington,
100: The National Academies Press,
'vww.nap.edu/read/12446/chapt6r/ 1.
Orland, 1٧1., & ‫ل‬. Anderson. 2013. Assessmentfor 1241711719:

14. What Policymakers 9101^14 Know about Formative
Assessment. San Francisco: WestEd.
Pianta, 1.0., K.M. LaParo, & B.K. Hamre. 2008. Classroom
Assessment Scoring System (01499) Manual, Pre-K. Baltimore,
MD: Brookes.
Riley-Ayers, s. 2018. “Introduction., 110 9000٤119/1٤ on
Young Children: Observation and Assessment, eds. 14. Bohart
& R. 1100010, 1-5. Washington, 100: NAEYC.
Teaching Strategies. 2013. Teaching Strategies 2011: 811٤1
through Kindergarten, Touring 314112. Bethesda, 1410:
Teaching
Strategies.https://www.buffalo.edu/content/dam/www/ubccc/
Documents/Teaching%2oStrategies%2O-%2oGOLD-Touring-
Guide.5-2O13.pdf.
Wilson, M. 2009. “Measuring Progressions: Assessment
Structures Underlying a Learning Progression." Journal
ofResearch in Science Teaching 46 (6): 716-90.Ab٥ut the
authers
Peter l. Mangione is codirector ٥٤ WestEd's Center tor Child
and Family Studies, in Sausalito, California.
[email protected]
Tamarra Osborne is project manager ٤٥[ the Desired Results
Fraining and Technical Assistance Project for WestEd (in
collaboration with the California Department of Education), in
Alameda, California, [email protected]
ainrofilaC eht rof reganam tcejorp si llahnedneM ‫زهاا‬ ‫ال‬
Preschool Instructional Network ‫ملم‬ ‫ه‬ California Early
Childhood Online Project for WestEd (in collaboration with the
California Department 0٤ Education), in Camarillo, California.
[email protected]
their curriculum and that supports children’s learning and
development.
The 12 0٤ time teachers have 10 engage in professional
development related 10 learning progressions and 10 spend 11
reflection 12‫ى‬ major barrier 10 the use of comprehensive
formative assessment in early childhood education. Simply put,

15. teachers need dedicated time 10 learn 10 use research-based
progressions, 10 review evidence 0٤ children’s progress, and 10
0121 next steps in supporting the continuing growth 0٤
children’s knowledge and skills. Program directors who take an
active interest 11 facilitating teachers’ ongoing use 0[ formative
assessment 10 curriculum planning can structure teachers’ work
schedules to allow for reflection 21111100٥ ‫ع‬10 1101 012‫ل‬ .
However, programs have limited resources and may be 111201
10 allocate sufficient time for these activities without additional
funding.
Making meaningful formative assessment an integral part of
young children's education will ultimately require systems
change. Making meaningful, thorough formative assessment that
15 grounded 11 learning progressions an integral part 0٤ how
11 early childhood workforce educates young children will
ultimately require systems change. Professional learning,
reflection, planning, and assessment tools and processes all
must work together 10 transform practice. 110 the meantime,
program directors and teachers will continue 10 do what 11
limited time and resources currently available 10 11010 allow
them 10 10: creatively use formative assessment 0 enhance their
support 0٤ young children’s development and
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Photographs: 20‫م‬. © Getty Images: 24 23 ,21‫مم‬. courtesy of the
authors
Copyright 2019‫و‬ by the National Association for the Education

16. of Young Children. See Permissions and Reprints online at
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