ABSTRACT
This chapter is a comprehensive review of developmentally appropriate early childhood assessment techniques. After the desired results are determined, the next step in the backward design process is to decide what evidence is needed to know if the results are achieved. What assessments would be needed to provide evidence of the desired results? The purposes of assessment, the use of standardized assessments, and cautions in assessing young children are included as a way to frame the discussion. Most of the chapter is dedicated to classroom assessment. Included is information on different types of early childhood classroom or teacher assessment techniques such as observations, checklists and scales, children’s oral responses, work samples, and performance tasks that can be used to assess desired results. There is also extensive information on developing rubrics and on analyzing the various forms of assessment. The chapter also includes information on self-assessment, peer assessment, and gaining and sharing assessment information with families. Throughout the chapter, there are examples of how to effectively assess the desired results.
