[雙語翻譯]--外文翻譯--真實性評估衡量兒童在早期學(xué)習(xí)中的進(jìn)步（原文）

1、See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/226862265Using Authentic Assessment to EvidenceChildren’s Progress Toward Early LearningStandardsArticle in

2、Early Childhood Education Journal · August 2006DOI: 10.1007/s10643-006-0106-yCITATIONS20READS6443 authors, including:Some of the authors of this publication are also working on these related projects:Child Care View

3、 projectJennifer Grisham-BrownUniversity of Kentucky33 PUBLICATIONS 256 CITATIONS SEE PROFILERena HallamUniversity of Delaware31 PUBLICATIONS 370 CITATIONS SEE PROFILEAll content following this page was uploaded

4、by Jennifer Grisham-Brown on 13 February 2014.The user has requested enhancement of the downloaded file. All in-text references underlined in blue are added to the original documentand are linked to publications on Resea

5、rchGate, letting you access and read them immediately.OVERVIEW OF MODELProject LINKA Partnership to Promote LINKages among Assessment, Curriculum, and Outcomes in order to Enhance School Success for Children in Head Star

6、t Programs is a University/Head Start partnership grant funded by the Administration of Children and Families. The purpose of Project LINK is to build the capacity of Head Start programs to link child assessment and curr

7、iculum to support positive out- comes for preschool children. Nine rural and urban Head Start classrooms in a southeastern state par- ticipated in an intervention that was designed to help teachers use authentic assessme

8、nt data to guide instruction. The LINK model has three dominant features:1. Use of recommended practices in the assessment of young children; 2. Focused linkage between authentic assessment and curric- ulum development;

9、and 3. Alignment of authentic assessment with standards.Authentic Assessment PracticesThere is tremendous agreement in the field about recommended practices for assessing young children. Features of high quality assessme

10、nts of young chil- dren include the following characteristics: (1) con- ducted within naturalistic environments; (2) use of multiple methods; (3) connection between the intent of the assessment and the way it is being us

11、ed; and (4) participation of families in the assessment process (Bredekamp Sandall, McLean, & Smith, 2000). In an effort to report progress on agency/state standards, early childhood programs such as New Horizons ha

12、ve had difficulty meshing their desire for the number they need to report pro- gress with their desire to ensure that teachers adhere to these recommended practices while conducting the assessment. Indeed, the rising exp

13、ectations sur- rounding the accountability movement have created challenges that seem to put recommended practices at odds with reporting systems.Linkage Between Assessment and Curriculum DevelopmentCritical to ensuring

14、the success of young children toward the attainment of state/agency standards is ensuring that they are linked to the assessment pro- cess. Researchers agree that children will likely only make progress on assessments th

15、at reflect the goals ofthe program and link assessment and curriculum (Weikart, 2004). In fact, it is suggested that this was the original intent of how success toward standards on the Head Start Outcomes Framework would

16、 be determined (Phillips & White, 2004). The most likely assessment model to ensure alignment between assessment and curriculum ‘‘is an authentic assess- ment approach coupled with a criterion-referenced measure for

17、accountability, but administered within a natural context’’ (Cook, 2004, p. 3). In fact, there is evidence that the use of an alternative assessment can positively impact child outcomes. Meisels, Atkins- Burnett, Xue, Br

18、ickel, and Son (2003) compared the mean change scores on math and reading of two groups of 3rd and 4th graders. One group was ex- posed for 3 years to the Work Sampling System (Meisels, Jablon, Marsden, Dichtelmiller, &a

19、mp; Dorf- man, 2001) which is ‘‘a(chǎn) curriculum-embedded per- formance assessment designed for children from preschool through grade 5’’ (Meisels et al., 2003, p. 4). The other group was not. Results indicated that the mean

20、 change scores in both reading and math were higher for the group of students exposed to the Work Sampling System. Especially interesting was the fact that these differences were found irrespective of student performance

21、. In other words, both high and low achieving students in the Work Sampling Group made greater gains. Results of this study suggest that the use of a performance based instru- ment can result in positive outcomes for chi

22、ldren.Alignment of Assessment with StandardsIf an assessment is going to be used by an agency to show that children are making progress toward certain standards, the instrument must assess behav- iors that are linked to

23、those standards. Because of the breadth of the Head Start Outcomes Framework, it is unlikely that any published assessment instrument will align perfectly with the Framework. In an effort to align assessment instruments

24、with state/agency standards, assessment developers have offered Head Start and many states strategies for utilizing their particular instrument as a tool to demonstrate pro- gress toward these standards by aligning the i

25、tems from the tools with the Head Start Outcomes Framework or state standards. Examples of these include Creative Curriculum (Trister-Dodge, Colker, & Heroman, 2003), Work Sampling System (Meisels et al., 2001) and H