‘Appropriate assessment of young children involves parents, teachers, and the children themselves. Kingore takes the portfolio method even further and makes a case for the involvement of early childhood educators and school administrators as well.’
—Sue Javid, Early Childhood Consultant
Macomb Intermediate School District, Clinton Township, MI
‘This book will contribute a great deal to the knowledge and skills teachers must have to successfully implement authentic assessment in pre-primary and primary grades. Provides the knowledge, insight, and compelling arguments on why portfolio assessment is needed in early childhood education.’
—Susan Belgrad, Associate Professor, California State University, Northridge
Author, The Portfolio Connection, Third Edition
A streamlined process for assessing children in the early grades!
Written for early childhood educators, this invaluable handbook demonstrates how to use portfolios for assessment and offers techniques for combining portfolios with traditional measurements to design effective instruction and curricula for young children.
Reflecting current research on how children learn, this practical resource features an insightful discussion on authentic assessment goals and ways to make the portfolio process fun for learners while using developmentally appropriate teaching practices. Educators will find:
- Concise, easy-to-understand instructions for developing portfolios
- Guidelines for involving children in portfolio development
- Methods for gathering data and documenting students′ learning
- Rubrics, sample portfolios, and abundant reproducibles
- Additional materials and procedures to help integrate assessment and instruction
Developing Portfolios for Authentic Assessment, Pre K–3 offers preschool and primary grade teachers efficient, user-friendly tools for assessing the children in their classrooms.
Tabella dei contenuti
Acknowledgments
About the Author
1. Assessing Young Children
Authentic Assessment Goals
What Is the Value of a Portfolio?
Research Related to Portfolios and Assessment
Assessment Terms and Explanations
2. Putting Portfolios Into Action
What Is a Portfolio?
Portfolio Objectives
Planning a Sequence for Implementing Portfolios
3. Child-Involved Portfolio Management
Introducing the Process to Young Children
Materials
Organizing the Process
Reflection as a Teacher-Directed Learning Task
Size of a Portfolio
Who Selects the Products?
Increasing Children′s Role in Selection and Reflection
A Portfolio Center
Words of Experience
4. Products That Impact Assessment
Product Criteria
Open-Ended and Single-Correct-Answer Products
Portfolio Products
5. Techniques to Document Achievement
Learning Logs
Repeated Tasks That Emphasize Skill Development
Skill Captions
Analytical Observation
Rubrics for Young Children
To Grade or Not to Grade
6. Communication With Parents
Parents Communicating With Teachers
Parent-Teacher Conferences
Children Communicating With Parents
Teachers Communicating With Parents
7. End of the Year
Reflection of the Assessment Process
Products to Guide the Next Teacher
Publishing the Yearly Portfolio Books
Celebrating the Published Portfolio Books
Appendix: Stationary Templates
References
Index
Circa l’autore
Dr. Kingore is an international consultant and the author of twenty-two books, numerous articles, and instructional aids. She has received many honors including the Legacy Award as the Author of the 2005 Educator Book of the Year and the Outstanding Alumnus Award from the University of North Texas where she earned her Ph.D. She was also the first recipient of the Texas Gifted Educator of the Year Award. Bertie works with teachers and models instruction in classrooms all over the globe. She is recognized for her child-centered approach and her ability to seamlessly weave research into practice. She advocates learning experiences that respond to the marvelous diversity of children, encourage high-level responses and high achievement, and minimize the intensity of teacher preparation time. She fell in love with children and the values of portfolios her first year of teaching over 30 years ago. She delights in helping other teachers make authentic assessment realistic.
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