Highlights the importance of a positive first visual impression of a childcare center to prospective clients. Provides a facility assessment checklist with 44 questions in the areas of: (1) building and landscape; (2) entrance; (3) hallways and common space; (4) classrooms; (5) playground; (6) children's communications; and (7) staff…

This document provides the Behavioral Checklist of Infant/Toddler Care-Provider Competencies which was developed to evaluate competencies of care-providers as well as to serve as an assessment tool for self-evaluation. Information which met the criteria of sound child development principles and operations critical to child care was incorporated…

Reviews strengths and weaknesses of check lists for the evaluation of computer software and outlines consequences for their practical application. Suggests an approach based on an instructional design model and a comprehensive framework to cope with problems of validity and predictive power of software evaluation. Discusses prospects of the…

Early childhood educators recognize the importance and validity of observing children's activities in the classroom, documenting them in an organized format, and assessing them in relation to the range of expected outcomes for children in that grade. Experienced teachers, however, know that the process of observing, documenting, and assessing…

Performance assessment procedures and a portfolio assessment framework are presented for monitoring the language development of language minority students in the upper elementary and middle grades. Unlike standardized achievement tests, performance-based assessment can effectively monitor the progress of language minority students because it can…

The School-Age Care Environment Rating Scale (SACERS) presented in this booklet is a comprehensive rating scale for school-age child care programs that is based on criteria for developmental appropriateness for this age group. The SACERS is intended to be used in center-based care rather than in family child care homes. The booklet begins with an…

This handbook is intended to facilitate the teaching, learning, and assessment of college creditable interpersonal competence acquired or enhanced by experiential learning situations. Experiential learning may be a result of prior experience, such as community affairs and work experience, or may be sponsored by the college. The concept of…

A model for assessing specific competences acquired in work situations, and for relating these skills to occupationally oriented degree programs, is presented. The Work Assessment Model is designed to help a college specify the competences acquired, define the learning objectives of occupational and career programs, and translate the competences…