First Advisor

Amy Driscoll

Term of Graduation

Summer 1992

Date of Publication

8-4-1992

Document Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education

Language

English

Subjects

Students -- Rating of, Early childhood education

DOI

10.15760/etd.6449

Physical Description

1 online resource (2, 73 pages)

Abstract

This thesis explores the relationship between assessment techniques and reporting procedures in early childhood settings. Discrepancies between curriculum being presented and skills and progress being reported are examined.

The curriculum used in this study is Portland Public Schools' Piaget Curriculum, which stresses active, scientific problem solving for children 4 to 6 years old. A variety of assessment, observation, recording and reporting tools are suggested, implemented and critiqued. Creation of a portfolio to store and showcase these items is suggested and explained.

The important role of parents and families in the assessment process is studied. Strategies for involving parents at all stages of implementation are included and field tested.

The result is a unique, lively, complete look at the teacher's efforts to use authentic assessment strategies which honestly match the curriculum unfolding in the classroom.

Rights

In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

Comments

If you are the rightful copyright holder of this dissertation or thesis and wish to have it removed from the Open Access Collection, please submit a request to pdxscholar@pdx.edu and include clear identification of the work, preferably with URL.

Persistent Identifier

https://archives.pdx.edu/ds/psu/26545

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