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Early Childhood Assessment Why, What, How.Pdf This PDF is available from The National Academies Press at http://www.nap.edu/catalog.php?record_id=12446 Early Childhood Assessment: Why, What, and How ISBN Catherine E. Snow and Susan B. Van Hemel, Editors; Committee on 978-0-309-12465-2 Developmental Outcomes and Assessments for Young Children; National Research Council 520 pages 6 x 9 HARDBACK (2008) Visit the National Academies Press online and register for... Instant access to free PDF downloads of titles from the NATIONAL ACADEMY OF SCIENCES NATIONAL ACADEMY OF ENGINEERING INSTITUTE OF MEDICINE NATIONAL RESEARCH COUNCIL 10% off print titles Custom notification of new releases in your field of interest Special offers and discounts Distribution, posting, or copying of this PDF is strictly prohibited without written permission of the National Academies Press. Unless otherwise indicated, all materials in this PDF are copyrighted by the National Academy of Sciences. Request reprint permission for this book Copyright © National Academy of Sciences. All rights reserved. Early Childhood Assessment: Why, What, and How Committee on Developmental Outcomes and Assessments for Young Children Catherine E. Snow and Susan B. Van Hemel, Editors Board on Children, Youth, and Families Board on Testing and Assessment Division of Behavioral and Social Sciences and Education Copyright © National Academy of Sciences. All rights reserved. Early Childhood Assessment: Why, What, and How THE NATIONAL ACADEMIES PRESS 500 Fifth Street, N.W. Washington, DC 20001 NOTICE: The project that is the subject of this report was approved by the Governing Board of the National Research Council, whose members are drawn from the councils of the National Academy of Sciences, the National Academy of Engineering, and the Institute of Medicine. The members of the committee responsible for the report were chosen for their special compe- tences and with regard for appropriate balance. The study was supported by Award No. HHSP23320042509XI between the National Academy of Sciences and the U.S. Department of Health and Human Services. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the author(s) and do not necessar- ily reflect the view of the organizations or agencies that provided support for this project. Library of Congress Cataloging-in-Publication Data Early childhood assessment : why, what, and how / Committee on Developmental Outcomes and Assessments for Young Children ; Catherine E. Snow and Susan B. Van Hemel, editors. p. cm. Includes bibliographical references and index. ISBN 978-0-309-12465-2 (hardcover) — ISBN 978-0-309-12466-9 (pdf) 1. Children with social disabilities—Education (Preschool—United States. 2. Child development—United States. 3. Competency-based education— United States. I. Snow, Catherine E. II. Van Hemel, Susan B. III. Committee on Developmental Outcomes and Assessments for Young Children. LC4069.2.E37 2008 372.126--dc22 2008038565 International Standard Book Number-13: 978-0-309-31442-8 International Standard Book Number-10: 0-309-31442-9 Additional copies of this report are available from the National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055; (800) 624-6242 or (202) 334-3313 (in the Washington metropolitan area); Internet, http://www.nap.edu. Copyright 2008 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Research Council. (2008). Early Childhood Assess- ment: Why, What, and How. Committee on Developmental Outcomes and Assessments for Young Children, C.E. Snow and S.B. Van Hemel, Editors. Board on Children, Youth, and Families, Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press. Copyright © National Academy of Sciences. All rights reserved. Early Childhood Assessment: Why, What, and How The National Academy of Sciences is a private, nonprofit, self-perpetuating society of distinguished scholars engaged in scientific and engineering research, dedicated to the furtherance of science and technology and to their use for the general welfare. Upon the authority of the charter granted to it by the Congress in 1863, the Academy has a mandate that requires it to advise the federal government on scientific and technical matters. Dr. Ralph J. Cicerone is president of the National Academy of Sciences. The National Academy of Engineering was established in 1964, under the charter of the National Academy of Sciences, as a parallel organization of outstanding engineers. It is autonomous in its administration and in the selection of its members, sharing with the National Academy of Sciences the responsibility for advising the federal government. The National Academy of Engineering also sponsors engineering programs aimed at meeting national needs, encourages education and research, and recognizes the superior achievements of engineers. Dr. Charles M. Vest is president of the National Academy of Engineering. The Institute of Medicine was established in 1970 by the National Acad- emy of Sciences to secure the services of eminent members of appropriate professions in the examination of policy matters pertaining to the health of the public. The Institute acts under the responsibility given to the National Academy of Sciences by its congressional charter to be an adviser to the federal government and, upon its own initiative, to identify issues of medi- cal care, research, and education. Dr. Harvey V. Fineberg is president of the Institute of Medicine. The National Research Council was organized by the National Academy of Sciences in 1916 to associate the broad community of science and technol- ogy with the Academy’s purposes of furthering knowledge and advising the federal government. Functioning in accordance with general policies determined by the Academy, the Council has become the principal operating agency of both the National Academy of Sciences and the National Academy of Engineering in providing services to the government, the public, and the scientific and engineering communities. The Council is administered jointly by both Academies and the Institute of Medicine. Dr. Ralph J. Cicerone and Dr. Charles M. Vest are chair and vice chair, respectively, of the National Research Council. www.national-academies.org Copyright © National Academy of Sciences. All rights reserved. Early Childhood Assessment: Why, What, and How Copyright © National Academy of Sciences. All rights reserved. Early Childhood Assessment: Why, What, and How COMMITTEE ON DEVELOPMENTAL OUTCOMES AND ASSESSMENTS FOR YOUNG CHILDREN CATHERINE E. SNOW (Chair), Graduate School of Education, Harvard University MARGARET BURCHINAL, Department of Education, University of California, Irvine; University of North Carolina HARRIET A. EGERTSON, Independent consultant, Temecula, California EUGENE K. EMORY, Department of Psychology, Emory University DAVID J. FRANCIS, Department of Psychology, University of Houston EUGENE E. GARCIA, College of Education, Arizona State University KATHLEEN HEBBELER, SRI International, Menlo Park, California EBONI HOWARD, Herr Research Center, Erikson Institute, Chicago JACQUELINE JONES, New Jersey Department of Education, Trenton LUIS M. LAOSA, Educational Testing Service, Princeton, New Jersey KATHLEEN McCARTNEY, Graduate School of Education, Harvard University MARIE C. McCORMICK, School of Public Health, Harvard University DEBORAH J. STIPEK, School of Education, Stanford University MARK R. WILSON, Graduate School of Education, University of California, Berkeley MARTHA ZASLOW, Child Trends, Washington, DC Liaison to the Board on Children, Youth, and Families BETSY LOZOFF, Center for Human Growth and Development, University of Michigan SUSAN B. VAN HEMEL, Study Director MATTHEW D. McDONOUGH, Senior Program Assistant Copyright © National Academy of Sciences. All rights reserved. Early Childhood Assessment: Why, What, and How BOARD ON CHILDREN, YOUTH, AND families BERNARD GUYER (Chair), Bloomberg School of Public Health, Johns Hopkins University BARBARA L. WOLFE (Vice Chair), Departments of Economics and Population Health Sciences, University of Wisconsin-Madison WILLIAM R. BEARDSLEE, Department of Psychiatry, Children’s Hospital, Boston JANE D. BROWN, School of Journalism and Mass Communications, University of North Carolina, Chapel Hill LINDA MARIE BURTON, Department of Sociology, Duke University P. LINDSAY CHASE-LANSDALE, School of Education and Social Policy, Northwestern University CHIRSTINE FERGUSON, School of Public Health and Health Services, George Washington University WILLIAM T. GREENOUGH, Department of Psychology and Beckman Institute, University of Illinois at Urbana-Champaign RUBY HEARN, Robert Wood Johnson Foundation, Baltimore MICHELE D. KIPKE, Children’s Hospital of Los Angeles BETSY LOZOFF, Center for Human Growth and Development, University of Michigan SUSAN G. MILLSTEIN, Division of Adolescent Medicine, University of California, San Francisco CHARLES A. NELSON, Laboratory of Cognitive Neuroscience, Children’s Hospital, Boston PATRICIA O’CAMPO, Centre for Research on Inner City Health, St. Michael’s Hospital, Toronto FREDERICK P. RIVARA, Harborview Injury Prevention and Research Center, University of Washington School of Medicine LAURENCE D. STEINBERG, Department of Psychology, Temple University JOHN R. WEISZ, Judge Baker Children’s Center, Harvard University MICHAEL ZUBKOFF, Department of Community and Family Medicine, Dartmouth Medical School ROSEMARY
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