Creative Technology-Based Assessments in the Traditional Classroom

References

 Home Assessment Blogging Gaming WebQuests Brochures References Contact Us

Much of the information on this Web site is from the following sources:

http://www.hp.com/sbso/productivity/office/brochure.html

www.archive.org

www.mindtools.com

http://www.ideas.wisconsin.edu/index.cfm

http://webquest.org/

http://www.idecorp.com/assessrubric.pdf

http://www.essentialschools.org/cs/cespr/view/ces_res/127

http://www.ncrel.org/sdrs/areas/issues/methods/assment/as8lk30.htm

http://www.aurbach.com/alt_assess.html

http://rubistar.4teachers.org/index.php

http://bestwebquests.com/bwq/matrix.asp

http://webquest.sdsu.edu/webquest.html

http://www.iste.org/

http://webquest.sdsu.edu/designpatterns/all.htm

http://webquest.sdsu.edu/finepoints/index.htm

http://www.stphilipneri.org/teacher/dayiwasborn/

Back to Top

Resources

American Psychological Association. (1985). Standards for educational and psychological testing. Washington, DC: American Psychological Association.

Beaty, J. (1990). Observing development of the young child. Columbus, OH: Charles Merrill.

Bredekamp, S. (Ed.). (1990). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (Exp. ed.). Washington, DC: National Association for the Education of Young Children.

Bredekamp, S., & Rosegrant, T. (Eds.). (1992). Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 1). Washington, DC: National Association for the Education of Young Children.

Bredekamp, S., & Shepard, L. (1989, March). How best to protect children from inappropriate school expectations, practices, and policies. Young Children, 44(3), 14-24.

Clay, M.M. (1972). Sand: The concepts about print test. Auckland, New Zealand: Heinemann Educational Books.

Clay, M.M. (1985). The early detection of reading difficulties (3rd ed.). Auckland, New Zealand: Octopus, Heinemann.

Dalheim, M. (Ed.). (1993). Student portfolios (National Education Association Professional Library Teacher-to-Teacher Series). Washington, DC: Bookshelf (Editorial Projects in Education).

DeFina, A. A. (1992). Portfolio assessment: Getting started. New York: Scholastic Professional Books.

Dodge, D. T., Jablon, J. R., & Bickart, T. S. (1994). Constructing curriculum for the primary grades. Washington, DC: Teaching Strategies.

Engel, B. S. (1990). An approach to assessment in early literacy. In C. Kamii (Ed.), Achievement testing in early childhood education: The games grown-ups play (pp. 119-134). Washington, DC: National Association for the Education of Young Children.

Gnezda, M. T., Garduque, L., & Schultz, T. (Eds.). (1991). Improving instruction and assessment in early childhood education: Summary of a workshop series. Washington, DC: National Academy Press.

Goodwin, W. L., & Driscoll, L. A. (1980). Handbook for measurement and evaluation in early childhood education. San Francisco: Jossey-Bass.

Gordon, A. M., & Browne, K. W. (1985). Beginnings and beyond: Foundations in early childhood education. New York: Delmar.

Grace, C. (1992). The portfolio and its use: Developmentally appropriate assessment of young children. ERIC Digest [Online]. Available: http://www.ericfacility.net/ericdigests/ed351150.html

Gredler, G. R. (1992). School readiness: Assessment and educational issues. Brandon, VT: Clinical Psychology Publishing.

Grosvenor, L. (1993). Taking assessment matters into our own hands. In M. Dalheim (Ed.), Student portfolios (NEA Professional Library Teacher-to-Teacher Series). Washington DC: Bookshelf (Editorial Projects in Education).

High/Scope Educational Research Foundation. (1992). High/Scope child observation record. Ypsilanti, MI: High/Scope Press.

Hills, T. W. (1992). Reaching potentials through appropriate assessment. In S. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 1, pp. 43-63). Washington, DC: National Association for the Education of Young Children.

Hills, T. W. (1993). Assessment in context: Teachers and children at work. Young Children, 48(5), 20-28.

Kamii, C. (Ed.). (1990). Achievement testing in early childhood education: The games grown-ups play. Washington, DC: National Association for the Education of Young Children.

Langhorst, B. H. (1989). Assessment in early childhood education: A consumer's guide. Portland, OR: Northwest Regional Educational Laboratory. (ERIC Document Reproduction Service No. 307 980)

Madaus, G. F. (1988). The influence of testing on the curriculum. In L. N. Tanner (Ed.), Critical issues in curriculum: 87th yearbook of the National Society for the Study of Education. Chicago: University of Chicago Press.

Meisels, S. J. (1985). Developmental screening in early childhood: A guide. Washington, DC: National Association for the Education of Young Children.

Meisels, S. J. (1987). Uses and abuses of developmental screening and school readiness testing. Young Children, 42(2), 46, 68-73.

Meisels, S. J. (1989). High-stakes testing in kindergarten. Educational Leadership, 46(7), 16-22.

Meisels, S. J. (1992).The Work Sampling System: An overview. Ann Arbor: University of Michigan.

Meisels, S. J. (1993). Rethinking classroom assessment with the Work Sampling System. Young Children, 48(5), 34-40.

Meisels, S.J. (1995, May). Performance assessment in early childhood education: The Work Sampling System. ERIC Digest [Online]. Available: http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED382407

Minnesota Department of Education. (1990). Model learner outcomes for early childhood education programs, birth to 8 years. St. Paul, MN: Author.

National Association for the Education of Young Children. (1987). Standardized testing of young children 3 through 8 years of age (NAEYC position statement) [Online Adobe Reader® file]: Available: http://www.naeyc.org/resources/position_statements/pstech98.pdf

National Association for the Education of Young Children. (1991). Accreditation criteria and procedures of the National Academy of Early Childhood Programs. Washington, DC: Author.

National Association for the Education of Young Children. (1995). NAEYC position statement on school readiness [Online]. Available: http://www.naeyc.org/resources/position_statements/psredy98.htm

National Association for the Education of Young Children. (1996). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 [Online]. Available: http://www.naeyc.org/resources/position_statements/daptoc.htm

National Association for the Education of Young Children & National Association of Early Childhood Specialists in State Departments of Education. (1990). Guidelines for appropriate curriculum content and assessment in programs serving children ages 3 through 8 (NAEYC position statement) [Online]. Available: http://www.naeyc.org/resources/position_statements/pscuras.htm

National Association of Early Childhood Specialists in State Departments of Education. (1987). Unacceptable trends in kindergarten entry and placement. Unpublished paper.

National Association of State Boards of Education. (1991). Caring communities: Supporting young children and families (Report of the National Task Force on School Readiness). Alexandria, VA: Author.

Nebraska Department of Education & Iowa Department of Education. (1993). The primary program: Growing and learning in the heartland. Lincoln, NE: Nebraska Department of Education.

Paris, S. G., Lawton, T. A., Turner, J. C., & Roth, J. L. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20.

Polakowski, C. (1993). Literacy portfolios in the early childhood classroom. In M. Dalheim (Ed.), Student portfolios (National Education Association Professional Library Teacher-to-Teacher Series). Washington DC: Bookshelf (Editorial Projects in Education).

Powell, D. R., & Sigel, I. E. (1991). Searches for validity in evaluating young children and early childhood programs. In B. Spodek & O. N. Saracho (Eds.), Issues in early childhood education. Yearbook in Early Childhood Education (Vol. 2, pp. 190-212). New York: Teachers College Press.

Rothman, R. (1995). Measuring up. San Francisco: Jossey-Bass.

Shepard, L.A. (1989). Why we need better assessments. Educational Leadership, 46(7), 4-9.

Shepard, L. A. (1991). The influence of standardized tests on the early childhood curriculum, teachers, and children. In B. Spodek & O. N. Saracho (Eds.), Issues in early childhood education. Yearbook in Early Childhood Education (Vol. 2, pp. 166-189). New York: Teachers College Press.

Shepard, L. A. (1994). The challenges of assessing young children appropriately. Phi Delta Kappan, 76(3), 206-212.

Shepard, L. A., & Smith, M. L. (1988). Escalating academic demand in kindergarten: Counterproductive policies. Elementary School Journal, 89, 135-145.

Stiggins, R. J. (1985). Improving assessment where it means the most: In the classroom. Educational Leadership, 43(2), 69-74.

Stiggins, R. J. (1991). Assessment literacy. Phi Delta Kappan, 72(7), 534-539.

Tierney, R. J., Carter, M.A., & Desai, L. E. (1991). Portfolio assessment in the reading-writing classroom. Norwood, MA: Christopher-Gordon Publishers.

Wolery, M., Strain, P.S., & Bailey, D.B. (1992). Reaching potentials of children with special needs. In S. Bredekamp & T. Rosegrant (Eds.), Reaching potentials: Appropriate curriculum and assessment for young children (Vol. 1, pp. 92-111). Washington, DC: National Association for the Education of Young Children.

Wood, C. (1994). Yardsticks: Children in the classroom, ages 4-12. Greenfield, MA: Northeast Foundation for Children.

Worthen, B. . (1993). Critical issues that will determine the future of alternative assessment. Phi Delta Kappan, 74(6), 444-454.

Clarke, J. H. (1990). Patterns of thinking: Integrating learning skills in content teaching. Needham Heights MA: Allyn and Bacon.

Marzano, R. J., Brandt, R.S., Hughes, C.S., Jones, B. F., Presseisen, B, Z., Rankin, S. C., & Suhor, C. (1988). Dimensions of thinking: A framework for curriculum and instruction. Alexandria VA: Association for Supervision and Curriculum Development.

Marzano, R. J. (1992). A different kind of classroom: Teaching with dimensions of learning. Alexandria VA: Association for Supervision and Curriculum Development.

Back to Top

 


Berkeley College
430 Rahway Avenue
Woodbridge, NJ 07095
(732) 750-1800
www.berkeleycollege.edu

Web site:  Professor Stephanie Fells