Resource List on Assessment

Bowman, B.T., Donovan, S. and Burns, M.S. (Eds.). (2000). Eager to learn: Educating our preschoolers (page 235-240). Washington DC: The National Academies. Retrieved from http://www.nap.edu/openbook.php?isbn=0309068363

This report includes a research review and synthesis of the components of appropriate curriculum and assessment.

Center for Early Literacy Learning (CELL). (n.d.). Early childhood classroom interests tool. North Carolina: Orleana Hawks Puckett Institute. Retrieved from http://www.earlyliteracylearning.org/ta_pdf/ec_classrm_ints_tool.pdf  (PDF)

This online tool provides means for assessing the interests of toddlers.

Centers for Disease Control and Prevention. (2012). Developmental Milestones. Retrieved from http://www.cdc.gov/ncbddd/actearly/milestones/index.html

As part of their Learn the Signs - Act Early campaign, the Center for Disease control published this convenient set of milestone charts and checklists intended for parents and Early Childhood and Health practitioners.

Division for Early Childhood. (2007). Promoting positive outcomes for children with disabilities: Recommendations for curriculum, assessment, and program evaluation. Retrieved from  http://dec.membershipsoftware.org/files/Position%20Statement%20and%20Papers/Prmtg_Pos_Outcomes_Companion_Paper.pdf (PDF)

This paper is an extension to the 2003 joint position statement, Early Childhood Curriculum, Assessment, and Program Evaluation-Building an Effective, Accountable System in Programs for Children Birth Through Age 8. It provides key recommendations concerning curriculum design and implementation that supports all children, assessment tools and procedures, and how to assess the effectiveness of early childhood programs. Each topic area includes sections pertaining to key recommendations, indicators of effectiveness and frequently asked questions.

Illinois State Board of Education. (2013). Illinois Report Card. Retrieved from http://www.illinoisreportcard.com

The Illinois Report Card web site provides test results and other school improvement information for Illinois schools. The site can be searched for individual schools and districts.

Illinois State Board of Education: Division of Early Childhood Education. (2013). Illinois Early Learning Project. Illinois early learning benchmark videos. Retrieved from http://illinoisearlylearning.org/videos/index.htm

This site helps teach the Illinois Early Learning Standards by providing links to 39 video clips of activities appropriate for young children. It also includes information on the Illinois Early Learning Standards that are addressed in each activity.

Illinois State Board of Education: Division of Early Childhood Education. (2013). Illinois Early Learning Guidelines for Children Birth to Age 3.. Retrieved from http://www.isbe.net/earlychi/pdf/el-guidelines-0-3.pdf

Developed by the Illinois State Board of Education, these guidelines provide information on expected child development from birth to age 3. The guidelines are broken down into four developmental domains: Social and Emotional Development; Physical Development and Health; Language Development, Communication and Literacy; and Cognitive Development.

Illinois State Board of Education: Division of Early Childhood Education. (2013). Illinois Early Learning Project. Illinois early learning standards. Retrieved from http://illinoisearlylearning.org/standards/index.htm

Includes the link to Illinois Early Learning Standards and links to other state and national standards.

Illinois State Board of Education: Division of Early Childhood Education. (2013). Illinois Early Learning Project. Illinois early learning standards – Guiding principles. Retrieved from http://illinoisearlylearning.org/standards/guideprin.htm

This brief narrative on the Illinois Early Learning Project web site introduces the Illinois Early Learning Standards.

IRIS Center. (n.d.). Star Legacy Modules. Effective school practices: Promoting collaboration and monitoring students' academic achievement. Retrieved from http://iris.peabody.vanderbilt.edu/esp/chalcycle.htm

This learning module presents the challenges faced by schools as they are required by law to improve the standardized tests scores of all children, including those with disabilities. Using Wilbur Middle School as a case study, strategies to improve assessments are highlighted and the importance of collaboration between various stakeholders is demonstrated.

Kindergarten Readiness Assessment Stakeholder Committee. (April 2011). A new beginning: The Illinois kindergarten individual development survey (KIDS). Retrieved from http://www.isbe.state.il.us/earlychi/pdf/kindergarten_survey.pdf (PDF)

This is a report to the Illinois State Board of Education from the Kindergarten Readiness Assessment Stakeholder Committee. It outlines the basis for a new initiative in Illinois to assess kindergarten student’s readiness for school.

National Association for the Education of Young Children. (2005). Screening and assessment of young English-language learners: Supplement to the NAEYC and NAECS/SDE joint position statement on early childhood curriculum, assessment, and program evaluation. Washington, DC: Author. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/ELL_Supplement_Shorter_Version.pdf (PDF)

This position paper, (an extension to the NAEYC and NAECS/SDE Joint Position Statement on Early Childhood Curriculum, Assessment, and Program Evaluation), outlines the need to utilize assessment tools that are culturally and linguistically appropriate. Ways to address this need are discussed and recommendations are shared. Attention is paid to the assessment tools, the involvement of the family, and the cultural frame-of-reference offered by the professional doing the assessment.

National Association for the Education of Young Children. (2009). Where we stand on assessing young English language learners.Washington, DC: Author. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/WWSEnglishLanguageLearnersWeb.pdf (PDF)

A position paper that addresses the need for better assessment practices and tools for young children who are culturally and linguistically diverse. Indicators of quality assessment practices are provided and current needs within the field are discussed.

National Association for the Education of Young Children (NAEYC), National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2009). Where We Stand on Curriculum, Assessment, and Program Evaluation.Retrieved from http://www.naeyc.org/files/naeyc/file/positions/StandCurrAss.pdf (PDF)

This joint position statement from the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) addresses what and how children should be taught from birth through age 8. It also outlines appropriate assessment practices.

National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE). (2000). STILL unacceptable trends in kindergarten entry and placement: A position statement developed by the National Association of Early Childhood Specialists in State Departments of Educationn. Retrieved from http://www.naeyc.org/files/naeyc/file/positions/Psunacc.pdfpdf (PDF)

This 17-page position statement provides principles for kindergarten entry and placement and calls for equitable and economical public education for all of the nation’s kindergarten children.

Siskin Children’s Institute. (2013). Routines-Based Interviews. Retrieved from http://www.siskin.org/www/docs/112.190/

This brief article explains the purpose and protocol for implementing Routines Based Interviews and addresses research being conducted and needed on the effectiveness of the technique.

Squires, J., Twombly, E., Bricker, D. and Potter, L. (2012). Ages and Stages Questionnaire: A parent-completed child monitoring system (Third Edition). Baltimore: Paul H Brookes Publishing. Available from http://www.agesandstages.com

Developmental and social-emotional screening tool for children ages one month to 5 ½. Frequently used as a tool to educate parents about developmental milestones.

University of Illinois College of Education. (2006). Illinois early childhood asset map (IECAM). Retrieved from http://iecam.crc.uiuc.edu/

This website provides comprehensive data on early care and education services in Illinois. Both map and tabular searches can be done for up-to-date demographic information about early childhood programs, state agencies, Head Start, and private sector child care. One link provides snapshots of Illinois counties and provides information about unique characteristics of that area.

York Region Red Flags Task Group. (2011). Red flags: A quick reference guide for early years professionals in york region, early identification of red flags in child development prenatally to age six. Ontario, Canada:York Region. Retrieved from http://www.york.ca/wps/wcm/connect/yorkpublic/054ca0a9-0027-46a3-b817-452890b3038b/red+flags+guide_web.pdf?MOD=AJPERES

This document provides professionals with a quick way to identify and assess multiple domains that could be impacting a child’s development up to age 6. Domains discussed include various forms of abuse, attachment issues, attention difficulties, autism spectrum disorder, behavior, dental and oral health, feeding and swallowing, fetal alcohol disorder, fine and gross motor issues, hearing and vision, learning disabilities, literacy, traumatic brain injury, perinatal mood disorder, prematurity, school readiness, sensory and sleep issues, social/emotional difficulties, and speech and language. Further information on talking with families and being culturally sensitive is provided.

Contact Us

Johnna Darragh-Ernst

Professor Early Childhood Education

1500 W Raab Road
Normal, IL 61761
Phone: 309-268-8746

Email: johnna.darragh@heartland.edu