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Assessment for Teaching and Learning in Early Childhood Classrooms, PreK-3

Edited by:

Foreword by Samuel J. Meisels

June 2007 | 352 pages | Corwin
Designed for trainee and practising teachers of children ages 3-8, this two volume set provides the rationale and theoretical foundation for the assessment system the authors have developed, including 15 carefully designed assessment activities, guidance on how to implement them, how to interpret the results, and how to "bridge" them to shape classroom teaching practices.

The activities cover diverse curricular areas, including English and literacy, visual arts, mathematics, sciences, and performing arts. Each activity is described in terms of the standard components of early childhood curricula: (1) the key concepts and skills in specific content areas; (2) the materials, procedures, and strategies for implementation; and (3) extensions to further teaching opportunities

The assessment process provides information on what young children know, but in a context and format that give teachers the ability to adjust their instructional approach to improve children's learning opportunities.

List of Tables and Figures
Foreword by Samuel J. Meisels
About the Authors
Section I. A Guide for Teachers
1. Introduction to the Process of Bridging
Assessment and Teaching

Bridging in Classrooms

Overview of Bridging

Distinctive Features of Bridging

Bridiging for Preservice and Inservice Teachers

Overview of the Bridging Handbook

2. Assessing the Content of Children's Learning
Diversity and Individual Differences

Diverse Curricular Areas

Promoting Underlying Concept Development

Key Concepts and Skills

Performance Rubrics

Learning Profiles

Actual and Potential Development

3. Assessing the Process of Children's Learning
Approaches to Learning

Defining Approaches to Learning

Rubrics to Measure Working Approaches

Sources of Variability in Working Approaches

Working Approaches in the Bridging Process

4. Activity as the Unit of Analysis in Bridging Assessment
Unit of Analysis in Child Assessment

Activity as the Unit of Analysis in Bridging Assessment

Conceptual Framework of Bridging

Bridging Activities as Basic Activities

Bridging Activities and Play

5. Task Parameters in Bridging Assessment
Task Parameters in Bridging Assessment

Task Goals

Key Concepts and Skills


Social Arrangements

Structure of Tasks


6. Teacher Roles in Bridging Assessment
Overview of Teacher Roles

Decision Maker





Integrating Roles and Teacher Development

Bridges to Effective Teaching

Section II. Implementation of Assessment Activities
7. Implementing Bridging
Implementing Bridging in the Classroom Context

Becoming Familiar With Activity Protocols

Planning the Assessment

Conducting Bridging Activities

Interpreting the Assessment Results

Linking Assessment to Teaching

Activities: Language Arts and Literacy
What We Know

What Bridging Provides

Why These Three Activities

Standards and Language Arts and Literacy Bridging Activities

Reading a Book-Child's Choice and Teacher's Choice

Dictating a Story

Acting Out a Story

Activities: Visual Arts
What We Know

What Bridging Provides

Why These Three Activities

Standards and Visual Arts Bridging Activities

Experimenting With Crayon Techniques

Drawing a Self-Portrait

Making Pattern Block Pictures

Activities: Mathematics
What We Know

What Bridging Provides

Why These Three Activities

Standards and Mathematics Bridging Activities

Creating Pattern Block Pinwheels

Solving Pattern Block Puzzles

Exploring Number Concepts (Counting, Subtracting, Estimating, and "Fair Share"-Simple Division)

Activities: Sciences
What We Know

What Bridging Provides

Why These Three Activities

Standards and Science Bridging Activities

Exploring Shadows and Light

Assembling a Nature Display

Building a Model Car

Activities: Performing Arts
What We Know

What Bridging Provides

Why These Three Activities

Standards and Performing Arts Bridging Activities

Moving to Music

Playing an Instrument

Singing a Song

References and Recommended Readings
Facilitator's Guide to Bridging and Teacher Development
Inservice Professional Development

Professional Studies for Preservice Teacher Candidates

Building a Community of Learners


"Blends holistic authentic assessment with purposeful, specific assessment experiences that are also child- and classroom-friendly."

Vicki Hawley, Minnesota Early Literacy Training Coordinator
University of Minnesota Center for Early Education and Development

"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."

Lisa A. McCabe, Cooperative Extension Associate
Cornell Early Childhood Program, Cornell University

"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."

Katherine Taddie Kelly, Literacy Coach and Reading Interventionist
Fort Worth Independent School District, TX

"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."

Kathryn Sharp, Instructor
University of Memphis

"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."

California Bookwatch, August 2007

Sample Materials & Chapters

Chen McNamee Preface

Chen McNamee Chapter 1

Jie-Qi Chen

Jie-Qi Chen, Ph.D., holds the Barbara T. Bowman Professorship in Early Education at Erikson Institute. Beginning as a teacher in various classroom settings, from toddlers to middle school, she has devoted three decades to teacher professional development. Dr. Chen founded the Early Math Collaborative at Erikson, a groundbreaking initiative that revitalized early mathematics education and empowered teachers to emphasize foundational math concepts. Her career spans expertise in early math education, classroom assessment, the educational impact of multiple intelligence theory, and teacher development. With 17 authored and edited books,... More About Author

Gillian Dowley McNamee

Gillian Dowley McNamee, Ph.D, is professor emeritus of child development and early childhood teacher education at Erikson Institute, Chicago, IL. She has worked with early childhood teacher candidates during their preparation for public school teaching as well as long term with teachers working with children growing up in challenging social and economic situations. Gillian has carried out professional development initiatives with teachers across the United States, Europe, Taiwan, several regions of China, Turkey, and Kyrgyzstan. She speaks nationally and internationally on how teachers can listen to young children in order to become the... More About Author

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ISBN: 9781412950107