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.
| Identifer | oai:union.ndltd.org:pdx.edu/oai:pdxscholar.library.pdx.edu:open_access_etds-5636 |
| Date | 04 August 1992 |
| Creators | Tupper, Gail Ann Hathaway |
| Publisher | PDXScholar |
| Source Sets | Portland State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Dissertations and Theses |
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