Abstract
The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children’s progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.
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Grisham-Brown, J., Hallam, R. & Brookshire, R. Using Authentic Assessment to Evidence Children’s Progress Toward Early Learning Standards . Early Childhood Educ J 34, 45–51 (2006). https://doi.org/10.1007/s10643-006-0106-y
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DOI: https://doi.org/10.1007/s10643-006-0106-y