1、2000 单词， 1.1 万英文字符， 3600 汉字 出处： Grisham-Brown J, Hallam R, Brookshire R. Using Authentic Assessment to Evidence Childrens Progress Toward Early Learning StandardsJ. Early Childhood Education Journal, 2006, 34(1):45-51. Using Authentic Assessment to Evidence Childrens Progress Toward Early Learning S
2、tandards Jennifer Grisham-Brown, Rena Hallam,and Robyn Brookshire The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to docum
3、ent childrens progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented. KEY WORDS: authentic
4、assessment; program evaluation; early childhood standards; linking assessment and curriculum. Administering Authentic Assessment Curriculum-embedded assessments, such as the AEPS can be administered in a variety of formats; observation, direct testing, and interview. Our experience has been that whe
5、n teachers are given a developmental test or checklist, there is a tendency for them to pull children from preferred activities and assess them in an item-by-item fashion. This format is problematic because it is contrary to recommended assessment practices and particularly not useful with a curricu
6、lum embedded instrument that is primarily developed for purposes of guiding curriculum development. As a result, we chose to systematically embed each item of the AEPS 3-6 into a set of naturally occurring activities. These included Book about me, Going on a bear hunt, Playdough, Snack, Manipulatives, Dramatic Play and Storytime. Table II gives a brief overview of each of these activities. In addition to this set of activities, some communication items were listed in a generic teacher obs
