Multifaceted Assessment for Early Childhood Education

Robert Wright earned a Bachelor’s degree in Chemistry from Kutztown University of Pennsylvania in 1966, and began teaching high school science. A few years later in 1969 he earned a Masters degree in school counseling from West Chester University and was employed as a public school counselor, first with high school students and later with middle school students. In 1974 he completed a doctorate (Ph.D.) in Educational Psychology with specializations in child & adolescent development and educational measurement from Temple University. As part of that degree he completed a clinical fellowship in rehabilitation counseling at Moss Hospital, part of the Albert Einstein Medical Center (Philadelphia). Following graduation he completed advanced studies in school psychology at Lehigh University. Professor Wright has taught counseling and supervised counseling interns and has also taught educational measurement, and educational statistics & research for graduate students in counseling. He is a member of the American Counseling Association, the American School Counselor Association, the American Psychological Association (Division 17, counseling psychology), the Association for Counselor Education and Supervision, and the American Educational Research Association. He is professionally licensed to practice in Pennsylvania. During his career Professor Wright chaired 114 doctoral dissertations, published and presented over 120 articles and paper presentations and has had four books published.

"I have every intention of using the text. It is the best one I’ve ever read. I really think this will help my students put all these little parts together and have a deeper understanding of assessment practices. The text is really excellent."

• PrefaceAcknowledgmentsPart I. Background, Current Issues, and Interpretation of Assessments in Early ChildhoodChapter 1. History and Framework of Early Education and the Assessment of Young ChildrenChapter 2. Issues and Current Practice for Assessing Young ChildrenChapter 3. Understanding Early Childhood Assessment ScoresPart II. Formative and Summative Assessments and TestsChapter 4. Informal Evaluations of Young ChildrenChapter 5. Teacher-Constructed Scales and ChecklistsChapter 6. Summative Measurements of Educational OutcomesPart III. Individual Screening Measures and Full AssessmentsChapter 7. Developmental Assessments of Infants, Toddlers, and PreschoolersChapter 8. Cognitive Assessment of Young ChildrenChapter 9. Standardized Assessments of the Early Academic Skills of Young ChildrenPart IV. Parent Communication and Special Needs ChildrenChapter 10. Evaluating, Grading, and Reporting to ParentsChapter 11. Identification of Young Children With Special NeedsChapter 12. Family Involvement and EngagementPart V. Evaluation of Early Childhood Programs and SchoolsChapter 13. Program Evaluation and PlanningGlossaryReferencesIndexAbout the Author