ABSTRACT

A large body of research literature suggests that quality formative assessment has the potential to promote positive outcomes for young children. This paper posits that early childhood educators learn how to use developmentally appropriate assessment practices to effectively assess young children and use these data to make decisions that matter most by having intentional opportunities to engage in a clearly-defined, research-based assessment process. The paper explores an assessment project using the Early Childhood Formative Assessment Protocol (EC-FAP). The paper details each step in the EC-FAP protocol and identifies specific opportunities for collaboration with colleagues and families. The paper concludes by arguing that by engaging in the protocol, early childhood teacher candidates learn to effectively gauge and monitor the learning and development of young children.

摘要

大量研究文献表明，质量形成性评估有可能促进幼儿取得积极成果。本文假设幼儿教育工作者学习如何使用适合发展的评估实践来有效评估幼儿，并通过有意识地参与明确定义的、基于研究的评估过程，使用这些数据做出最重要的决定。本文探讨了一个使用幼儿形成性评估协议 (EC-FAP) 的评估项目。本文详细介绍了 EC-FAP 协议中的每个步骤，并确定了与同事和家人合作的具体机会。该论文最后指出，通过参与协议，