Required Resources Course Text: Assessing and Guiding Young Children's Development and Learning Chapter 3, "Why, What, and When to Assess" (pp. 33–44) Chapter 9, "Organizing for Assessment" (pp. 157–159) Web Article : "Screening and Assessement of Young English-Language Learners" http://www.naeyc.org/files/naeyc/file/positions/WWSEnglishLanguageLearnersWeb.pdf Web Article : "Where We Stand on Curriculum, Assessment, and Program Evaluation" http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf PowerPoint Presentation: " Building a System for Successful Early Learners: The Role of Standards, Assessment, Evaluation, and Accountability " Used by permission of the Council of Chief State School Officers Assessment (CCSSO). Position Statement: National Association for the Education of Young Children, & National Association of Early Childhood Specialists in State Departments of Education. (2003, November). Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8 . Retrieved from http://www.naeyc.org/files/naeyc/file/ecprofessional/CAPE Self-Assessment & Planning Tool.pdf Optional Resources Web Site: ECTA Center. The Early Childhood Technical Assistance Center http://ectacenter.org/default.asp Web Site : The Child Find Project http://www.childfind-idea-il.us/ Web Article : Overview of Project: The Child Development Days (CDD) Model http://www.cesa6.org/earlylearning/Intro_Overview.pdf Web Site : CESA 6 Smart Thinking. Products and Services http://www.cesa6.k12.wi.us/products_services/ 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 one Word document. Copy and paste each question within the document, so that your Instructor can see which question you are responding to. Pages 33–41 of Assessing and Guiding Young Children's Development and Learning outline four general decision-making categories of assessment. Briefly, summarize each of these, and using Figure 3.4 on page 41 as a guide, identify when assessment for each category is most likely to be effective. Using the website http://www.childfind-idea-il.us listed under the Resources as an example, research a Child Find Project in the state where you live and identify the different professional roles in the assessment process. The position statements, published by the National Association for the Education of Young Children (NAEYC), "Where We Stand on Curriculum, Assessment and Program Evaluation" and "Screening and Assessment of Young English-Language Learners" outlines recommended standards for developmentally appropriate and authentic assessment in early childhood. Review these standards, and explain, providing examples, how these standards can be used to ensure that appropriate assessment practices are in place. .

1. Required Resources
Course Text:
Assessing and Guiding Young Children's Development and
Learning
Chapter 3, "Why, What, and When to Assess" (pp. 33–44)
Chapter 9, "Organizing for Assessment" (pp. 157–159)
Web Article
:
"Screening and Assessement of Young English-Language
Learners"
http://www.naeyc.org/files/naeyc/file/positions/WWSEnglishLa
nguageLearnersWeb.pdf
Web Article
:
"Where We Stand on Curriculum, Assessment, and Program
Evaluation"
http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.p
df
PowerPoint Presentation:
"
Building a System for Successful Early Learners: The Role of
Standards, Assessment, Evaluation, and Accountability
"
Used by permission of the Council of Chief State School
Officers Assessment (CCSSO).
Position Statement:
National Association for the Education of Young Children, &
National Association of Early Childhood Specialists in State
Departments of Education. (2003, November).
Early childhood curriculum, assessment, and program
evaluation: Building an effective, accountable system in
programs for children birth through age 8

2. . Retrieved from
http://www.naeyc.org/files/naeyc/file/ecprofessional/CAPE
Self-Assessment & Planning Tool.pdf
Optional Resources
Web Site:
ECTA Center. The Early Childhood Technical Assistance
Center
http://ectacenter.org/default.asp
Web Site
: The Child Find Project
http://www.childfind-idea-il.us/
Web Article
: Overview of Project: The Child Development Days (CDD)
Model
http://www.cesa6.org/earlylearning/Intro_Overview.pdf
Web Site
: CESA 6 Smart Thinking. Products and Services
http://www.cesa6.k12.wi.us/products_services/
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 one Word document.
Copy and paste each question within the document, so that your
Instructor can see which question you are responding to.
Pages 33–41 of
Assessing and Guiding Young Children's Development and
Learning
outline four general decision-making categories of assessment.
Briefly, summarize each of these, and using Figure 3.4 on page

3. 41 as a guide, identify when assessment for each category is
most likely to be effective.
Using the website
http://www.childfind-idea-il.us
listed under the Resources as an example, research a Child Find
Project in the state where you live and identify the different
professional roles in the assessment process.
The position statements, published by the National Association
for the Education of Young Children (NAEYC), "Where We
Stand on Curriculum, Assessment and Program Evaluation" and
"Screening and Assessment of Young English-Language
Learners" outlines recommended standards for developmentally
appropriate and authentic assessment in early childhood.
Review these standards, and explain, providing examples, how
these standards can be used to ensure that appropriate
assessment practices are in place.