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Sue C. Wortham, University of Texas at San Antonio, Emerita
Belinda J. Hardin
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For courses in Assessment in Early Childhood Education
Comprehensive coverage of all aspects of assessment of young children from birth through the third grade.
Assessment in Early Childhood Education helps prepare future and current teachers to measure or evaluate children in early childhood, to become fully informed about the range of assessment possibilities available, and to learn how those techniques and instruments can be most beneficial to the children in their classrooms. Included is information about standardized tests and other types of assessment, such as screening tools, observations, checklists, and rating scales. Assessments designed by teachers are explained both for preschool children and for kindergarten and third grade children who are transitioning into literacy. This new edition features expanded and enhanced material covering the ever-growing trend toward performance assessment, portfolios, and other methods of reporting a child’s performance. Throughout, the approach of the authors is to present the development of an assessment system that includes traditional as well as authentic assessment strategies in a comprehensive plan and to seek to inform the reader about all types of assessments and their appropriate use.
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Sue Clark Wortham is Professor Emerita of Early Childhood and Elementary Education at the University of Texas at San Antonio. Prior to beginning a teaching career in higher education in 1979, she taught prekindergarten through second grade in public schools, worked as a school district administrator, and was a consultant at an education service center. She has authored numerous texts, including Early Childhood Curriculum: Developmental Bases for Learning and Teaching (5th ed., 2010), Pearson. She co-authored Play and Child Development (4th ed., 2012) with Joe Frost and Stuart Reifel, also published by Pearson. Organizational publications include Childhood 1892–2002 , published by the Association for Childhood Education International, and Playgrounds for Young Children: National Survey and Perspectives , co-authored with Joe Frost, published by the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD).
In 1992, she served as a Fulbright Scholar in Chile. She was president of the Association for Childhood Education International (ACEI) from 1995 to 1997. Since retirement, she has been very active in the development of the Global Guidelines for Early Childhood Education and Care that resulted from an international symposium held in Ruschlikon, Switzerland, in 1999. Subsequently, she has a leadership role in the development, validation, and implementation of the ACEI Global Guidelines Assessment adapted from the original guidelines. She edited Common Characteristics and Unique Qualities in Preschool Programs. Global Perspectives in Early Childhood Education for Springer in 2013 that reported on the use of the Global Guidelines Assessment in countries around the world.
Dr. Wortham has served as director of educational programs for World Children’s Relief and Volunteer Organization, a small nongovernmental organization (NGO), from 2001 to 2011. She engaged in training teachers and principals in Haiti, Senegal, Burkina Faso, and Sierra Leone.
Belinda J. Hardin is an Associate Professor in the Department of Specialized Education Services at The University of North Carolina at Greensboro. Dr. Hardin completed her Ph.D. in Early Childhood, Families, and Literacy at the University of North Carolina at Chapel Hill. Prior to entering higher education in 2004, she was a public school kindergarten and special education teacher, a Head Start director, and the Director of the Special Projects Division at Chapel Hill Training-Outreach Project.
Her research includes cross-cultural studies investigating the effectiveness of services for young children with and without disabilities in the United States and other countries, particularly in Latin America. She is especially interested in measures of program quality with global applicability and how they are informed by sociocultural context. She served as the Co-Principal Investigator of three national studies in the United States also that investigated the reliability and validity of Learning Accomplishment Profile assessment instruments, including a dual language sample of 2099 children (half English speakers and a half Spanish speakers) to norm the Learning Accomplishment Profile-Diagnostic Edition.
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