ERIC Number: ED337279
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
Improving Instruction and Assessment in Early Childhood Education. Summary of a Workshop Series.
Gnezda, M. Therese, Ed.; And Others
This summary provides a record of the proceedings of a workshop series and Wingspread Conference that were part of a series of events relating to child and family policy issues sponsored by the National Forum on the Future of Children and Families. Chapter 1 introduces the issues related to young children and academic achievement. Chapter 2 addresses testing, testing policy and practices; the use of testing for tracking and retention; the effects of testing on curriculum and instruction; and child development and standardized tests. Chapter 3 describes alternatives to standardized testing and includes sections on elements and examples of alternative assessment and on accountability. Chapter 4 provides a discussion of alternative instructional approaches, including sections on literacy and mathematics instruction and the issue of whether alternative approaches work. The process of redirecting attention in the first years of school away from readiness testing, retention, and special placement (with emphasis on isolated skill development and retention of unrelated fact), and toward integration of the content of children's everyday experiences and broad-based learning, is discussed. Chapter 5 describes implications for policy and practice in sections on testing, curriculum and instruction, and retention and tracking. A bibliography of 37 references and an appendix of agendas and participants are included. (GLR)
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Educational Policy, Evaluation Methods, Grade Repetition, Instructional Improvement, Standardized Tests, Teaching Methods, Testing, Track System (Education), Young Children
National Forum on the Future of Children and Families, 2101 Constitution Avenue, N.W., Washington, DC 20418 (free).
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: National Academy of Sciences - National Research Council, Washington, DC.