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Current Filters: New in last year [remove]; Pub Year:2011 [remove]; Classification:Assessment & Measurement [remove];

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			Understanding and choosing assessments and developmental screeners for young children ages 3-5: Profiles of selected measures: Final report United States. Administration for Children and Families. Office of Planning, Research and Evaluation, June, 2011 (OPRE Report No. 2011-23). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. A compendium of assessments and developmental screeners for preschool-age children, with profiles of their characteristics, reliability, and validity	Methods
			WaKIDS pilot: Second report Joseph, Gail E., June, 2011 Olympia: Washington State, Superintendent of Public Instruction. An evaluation of the implementation of the pilot of Washington Kindergarten Inventory of Developing Skills (WaKIDS), a state kindergarten readiness assessment, that examines kindergarten teachers', families', and early learning providers' experiences of WaKIDS, based on teacher, parent, and provider questionnaires, child assessments, teacher and provider focus groups, and parent interviews	Reports & Papers
			WaKIDS pilot: Second report [Executive summary] Joseph, Gail E., June, 2011 Olympia: Washington State, Superintendent of Public Instruction. A summary of an evaluation of the implementation of the pilot of Washington Kindergarten Inventory of Developing Skills (WaKIDS), a state kindergarten readiness assessment, that examines kindergarten teachers', families', and early learning providers' experiences of WaKIDS, based on teacher, parent, and provider questionnaires, child assessments, teacher and provider focus groups, and parent interviews	Executive Summary
			Young children reflecting on their learning: Teachers' conversation strategies Carr, Margaret, October, 2011 Early Years: An International Journal of Research and Development, 31(3), 257-270 A study of Learning Stories--stories about learning, documented by teachers, often dictated by children and, in school, written by the learners themselves, as an assessment tool for both facilitating conversations about learning with young children and extending opportunities for young children to reflect on their learning, based on data from a two-year research project with teachers in nine early childhood centers in New Zealand	Reports & Papers

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