Annotated Bibliography Name

Annotated Bibliography
Name: Mei Sun Chew

Central Question:
Do the instructional practices related to assessment observed in a diverse urban New York City classroom reflect the best practices discussed in the literature?

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McKenna, M. C., Walpole, S., & Conradi, K. (2010). Promoting Early Reading: Research, Resources, and Best Practices. Guilford Publications.
The authors, researcher are from the Literacy Research Association; they are contributing to literacy skills in 3-4-year-olds child especially in the low-income families. They provide effective coach teaching in preschool, such as how to use assessment to plan an effective lesson plan. The researcher also inserts essential topics include promoting oral language programs around the country. Importing topics involve fostering oral language and phonemic awareness, conducting read-aloud. Besides, the article provides some help for student transition to kindergarten. They also shared how to evaluate to maintain high quality in the programs. Preschool teacher, administrators, and staff developers; instructors and graduate students in early education are the audience for this article.

Pollitt, R., Cohrssen, C., Church, A., & Wright, S. (2015). Thirty-one is a lot! Assessing four-year-old children’s number knowledge during an open-ended activity. Australasian Journal of Early Childhood, 40(1), 13–22.
The authors, researchers from the University of Melbourne in Early Childhood Education, identify that assessment should be ongoing, formative assessment should be current and include multiple sources of evidence of children’s existing knowledge. This study explores the diverse ways children learn numbers in different early learning center. They also review what the researchers suggest that young children should learn in play-based activity, this assessment strategy is both engaging for children and highly productive for educators in documenting children’s learning. This paper has detailed an early childhood mathematics assessment strategy which provides valuable insight into how children connect numerals and quantity, as well as providing additional insights into their mathematical thinking.

Matafwali, B., ; Serpell, R. (2014). Design and Validation of Assessment Tests for Young Children in Zambia. New Directions for Child ; Adolescent Development, 2014(146), 77–96.
The authors, researchers summarize the challenges arising from the application of Western developed instruments. They provide a detailed account of two assessment measures that have been designed in Zambia, the Panga Munthu Test (PMT) and the Zambia Child Assessment Test (ZamCAT), drawing attention to methods applied in the processes of design, refinement, and validation. This article provides the two case studies which represent preliminary steps toward filling the gap that exists in reliable, valid, and appropriately standardized instruments for the assessment of children for detection of developmental risk, differential diagnosis, individualized program planning, monitoring, evaluation, or research.

Schulz, M. (2009). Effective Writing Assessment and Instruction for Young English Language Learners. Early Childhood Education Journal, 37(1), 57–62.
The authors, analyst from the Miami College, Oxford, Gracious, USA, centers on guidelines composing procedures and evaluations for English Dialect Learners within the rudimentary classroom. This article gives early childhood instruction instructors with data approximately contrasts among English Dialect Learners since they are not a homogenous bunch. English Dialect Learners’ scholastic capacities can extend from new perusers, journalists, and speakers of English to able perusers, journalists, and speakers of English.

Brown, N., Afflerbach, P., & Croninger, R. (2014). Assessment of Critical-Analytic Thinking. Educational Psychology Review, 26(4), 543–560.
The authors, researchers depict the require for appraisals with the developmental esteem that offers assistance instructors make directions choices which give understudies with significant criticism. They examine National approach and benchmarks archives, counting the National Evaluation of Instructive Advance systems, the Common Center State Guidelines, and the Another Era Science Standards, assert the ought to survey critical-analytic considering (CAT) over subject zones. Moreover, they center National arrangement and measures records, counting the National Appraisal of Instructive Advance systems, the Common Core State Guidelines, and the Another Era Science Measures, declare they have to survey critical-analytic considering (CAT) over subject ranges.

Piasta, S. B. (2014). Moving to Assessment-Guided Differentiated Instruction to Support Young Children’s Alphabet Knowledge. Reading Teacher, 68(3), 202–211.
The author, researcher Shayne B. Piasta is an assistant professor at The Ohio State University, Columbus, USA. The system displayed over energizes early childhood teachers to utilize evaluation and deliberateness separated instruction to bolster the different letter set learning needs of children in their classrooms. By deciding which messages ought to be instructed to whom, the system guarantees more noteworthy productivity in letter set instruction and learning as compared to one-size-fits-all whole-class approaches. This article in this way serves to prepare early childhood teachers with an evidence-based implies of assembly the letter set learning objectives apparent within the current instructive setting.

Ebbeck, M., Teo, G., Tan, C., ; Goh, M. (2014). Relooking Assessment: A Study on Assessing Developmental Learning Outcomes in Toddlers. Early Childhood Education Journal, 42(2), 115–123.
The authors, researchers showed that this approach to assessment did provide evidence of the effectiveness of the curriculum within the research study. This paper reports on research considered in Singapore that examined educational programs adequacy utilizing formative learning results as a implies of evaluating children. The inquire about was concocted to look at if eight indicated full developmental learning results might degree the viability of the educational programs by surveying children’s learning has appeared in personal information. Down to earth illustrations looked prove of children’s instruction and the part of the teacher in encouraging and reporting formative learning results.

McMullen, M., Elicker, J., Goetze, G., Huang, H.-H., Lee, S.-M., Mathers, C., … Yang, H. (2006). Using Collaborative Assessment to Examine the Relationship between Self-Reported Beliefs and the Documentable Practices of Preschool Teachers. Early Childhood Education Journal, 34(1), 81–91.
The authors, researchers, used a collaborative assessment protocol to compare the self-reported teaching beliefs of a convenience sample of preschool teachers to their documentable practices. The reason of this research was to see what may be learned almost the relationship between what preschool instructors say almost their convictions and their natural educating behaviors by analyzing teachers’ self-reported conviction explanations, perceptible educating behaviors and artifacts and other prove collected from their classroom situations and programs.