Assessment for Responsive Teaching Resources

Assessment for Responsive Teaching Resources

Formative Assessment

Formative assessment is the planned process of gathering information on a child/student, analyzing and reflecting on the information, and using it to help plan the child’s next steps in learning.


These three articles focus on the use of ongoing assessment in Early Childhood Programs:


Dichtelmiller, M. (2011) The power of assessment. Washington, D.C.: Teaching Strategies, Inc.

McMillan, J.H. (Ed.). (2007) Formative classroom assessment: Theory and practice. New York: Teachers College Press

Popham, W.J. (2008) Transformative assessment. Alexandria, VA: ASCD. (Refer to Chapter 1 Formative Assessment: Why, What, and Whether)


Using Assessment to Make Meaningful Decisions Teaching and Learning by Judy Jablon

Observation And Documentation

Online Resources:

Appropriate and Meaningful Assessment in Family-Centered Programs This article discusses the important aspects of ongoing assessment and the various ways in which teachers collect, document, and organize information. The article focuses especially on how teachers can collaborate and reflect on collected information to set goals for children.

Observation and Documentation for Assessment and Planning The free, downloadable observation forms under ‘Web Components’ tab on the following web page are provided by the publisher of Focused Observations, a very informative book listed below.

Observation in the Classroom This article discusses how to can make your observations in the classroom a powerful teaching resource and contains useful tips and examples.

Powerful Interactions – A Bridge between Teaching and Assessment This concise article presents clear explanations and specific examples showing how powerful interactions with children can be used to collect data for assessment that will inform teaching. is an invaluable resource for observing video-with-text to see what children know. The website has many resources, including over 300 videos, available for streaming or downloading, each with reflections and questions evoked by the video, and searchable with keywords by age and concept.

Books: Gronlund, G. & James, M. (2005). Focused observations: How to observe children for assessment and curriculum planning. St. Paul, MN: RedLeaf Press. Jablon, J. R., , Dombro, A. L., & Dichtelmiller, M.L. (2007). The Power of observation for birth through eight (2nd Ed.). Washington, DC: Teaching Strategies Inc. & National Association for the Education of Young Children.

Understanding And Implementing Developmental Screening

Ages and Stages The Ages and Stages website has information on the ASQ as a developmental screening and links to useful downloadable resources.

Birth to Five: Watch Me Thrive! An Early Care and Education Provider’s Guide for Developmental and Behavioral Screening This is a great resource that provides important information for early care and education providers to help support children and families.

Developmental Screening PassportThis pamphlet is your child’s screening record. It is a way to keep track of your child’s screening history and results.

Developmental Screening Works Video

Information about Developmental Screening for Early Educators A series of resources to help you educate parents on the full range of child development.

Infant and Early Childhood Mental Health Resources and Services: A Guide for Early Education and Care Professionals This guide provides descriptions of services and supports available to families with young children, as well as resources for the early educators who work with them.


Book: Meisels, S.J., & Atkins-Burnett, S. (2005). Developmental screening in early childhood. Washington, DC: National Association for the Education of Young Children.

Engaging Families In The Assessment Process

Changing the conversation: Sharing Education Data with FamiliesThe Harvard Family Research Project has an extensive website with articles, updates in the field, and publications. The April 2013 newsletter focuses specifically on many aspects of sharing data with families and making it meaningful and useful to them.

Family Engagement and Ongoing Child Assessment, by the National Center on Parent, Family and Community Engagement This article provides useful tips for programs on family engagement and ongoing child assessment and ideas on sharing child information

Family Engagement, Diverse Families, and an Integrated Review of the Literature, Young Children, Sept. 2009 NAEYC Family Engagement Tools and Resources Partnering with Families with Children with Special Needs

Assessing Diverse Learners

Assessment Considerations for Young English Language Learners Across Different Levels of Accountability

What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families

Universal Design for Learning:

The Universal Design for Learning (UDL) framework helps educators remember that we learn in diverse ways and so the assessment of learning must also be diverse. By practicing the three principles of UDL-- offer learners multiple ways of engagement, multiple ways of obtaining knowledge, and multiple ways of demonstrating what they have learned -- educators can better assess students and scaffold future learning.

UDL Guidelines

DLL Red FlagsThis chart helps educators distinguish between typical second language development and possible special needs of a dual language learner.

For more information, contact: 
EC-ART Project Director
413.586.4900 x5573