Items related to Bridging: Assessment for Teaching and Learning in Early...
Synopsis
Includes a facilitator′s guide to help teachers use familiar activities to observe children naturally in language and literacy, visual arts, mathematics, sciences, and the performing arts.
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Review
"Blends holistic authentic assessment with purposeful, specific assessment experiences that are also child- and classroom-friendly." Author: Vicki Hawley, Minnesota Early Literacy Training Coordinator Published On: 2006-11-21
"Unique in that it offers a way for teachers to examine both the content and the process of young children′s learning. It also offers a more comprehensive assessment of the whole child by looking at multiple areas of skills and development." Author: Lisa A. McCabe, Cooperative Extension Associate Published On: 2006-11-21
"A unique and valuable offering to teachers interested in being lifelong learners. Places emphasis not only on assessment of content areas, but even more on the learning/teaching process and how to smoothly link the assessments to planning and implementing curriculum." Author: Katherine Taddie Kelly, Literacy Coach and Reading Interventionist Published On: 2006-11-21
"Not only explains the reason for the assessment process, the research base, and current trends in assessment practices for early childhood, but also offers easy-to-use assessment tools that address the whole child." Author: Kathryn Sharp, Instructor Published On: 2006-11-21
"Fifteen activities across five curricular areas provide guidelines for ′bridging′ observations of children to classroom teaching practices, helping teachers assess development, effective learning techniques, and helping them to predict future learning techniques and trends." Author: California Bookwatch, August 2007 Published On: 2007-10-12
"About this title" may belong to another edition of this title.
- PublisherCorwin
- Publication date2007
- ISBN 10 1412950090
- ISBN 13 9781412950091
- BindingHardcover
- LanguageEnglish
- Edition number1
- Number of pages352
- EditorChen Jie-Qi, McNamee Gillian Dowley
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