Learning from Experience
Learning from Experience

Author: Division of Behavioral and Social Sciences and Education

Publisher: National Academies Press

Published: 1982-02-01

Total Pages: 285

ISBN-13: 0309032326

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Prepared by the Panel on Outcome Measurement in Early Childhood Demonstration Programs, this report attempts (1) to characterize recent developments in programs and policies for children and families that challenge traditional approaches to evaluation, and (2) to trace the implications of these developments for outcome measurement and for the broader conduct of evaluation studies. The report is divided into two parts. Part I begins by tracing the historical evolution of demonstration programs and their evaluations from 1960 to the mid-1970s. Next, the policy issues and programs that have evolved in recent years and that appear to be salient for the 1980s are examined in detail. Some important implications of these programs and policy developments for outcome measurement and evaluation design are then identified. Finally, implications of the evaluation process for the dissemination and utilization of results, for the organization and conduct of applied research, and for the articulation between applied research and basic social science are pointed out. Part II includes six background papers which were prepared by the panel members together with outside consultants to facilitate the panel's discussion of the evaluation of children's programs. Each paper covers a specific type of program: health, day care, family service, preschool compensatory education programs, and programs for the handicapped. In addition, a paper on the communication and dissemination of the results of evaluations is included. (MP)

Early Childhood Assessment
Early Childhood Assessment

Author: National Research Council

Publisher: National Academies Press

Published: 2008-12-21

Total Pages: 501

ISBN-13: 0309314429

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The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.

Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education
Contemporary Perspectives on Research in Assessment and Evaluation in Early Childhood Education

Author: Olivia Saracho

Publisher: IAP

Published: 2015-08-01

Total Pages: 467

ISBN-13: 1681231549

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Researchers, educators, professional organizations, administrators, parents, and policy makers have increased their involvement in the assessment and evaluation of early childhood education programs. This interest has developed swiftly during the last decades. The National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) developed a position statement titled, “Early childhood curriculum, assessment, and program evaluation: Building an effective, accountable system in programs for children birth through age 8,” to address related trends, issues, guiding principles, and values. Appropriate and well-designed evaluations need to address several audiences including researchers, educators, policy makers, children, and parents. They need to encourage the implementation of a strong foundation that improves the quality of the children’s education. Child assessment and program evaluation can lead to effective results and better accountability for preschool, kindergarten, and primary school programs. The purpose of this volume is to share a collection of research strands on contemporary perspectives on research in assessment and evaluation in early childhood education. It provides a review and critical analysis of the literature on assessment and evaluation of programs, children, teachers, and settings. The volume begins with a brief introductory chapter that presents the reader with a map of the area, laying out the issues and alternatives, and linking these to the chapters that follow. It addresses several areas including (1) understanding assessment and evaluation with young children, (2) schools and assessment implications, (3) teacher evaluation and professional development, (4) social relationships and assessment, (5) content areas in early education assessment, (6) technology and assessment, and (7) conclusion with future research directions in assessment and evaluation in early childhood education. The volume is of interest to researchers, educators, policy makers, university faculty, graduate students, and general readers who are interested in research on assessment and evaluation in early childhood education. The chapters are authored by established scholars in the field.