Bottom of FormDiscussion 2: International Perspectives on Assessment
As early childhood educators, it is important to have a global understanding of assessment practices. Examining other countries’ perspectives on assessment can help us both understand and determine best practices for our own students. We all have something to offer. It is never a good practice to think we know all there is to know about assessment.
As you examine the website/resources, be sure to review statistics with regard to the number of children served, and note how students with exceptionalities fit into the overall plan. Examine city versus rural areas. Note how statistics relate to population as a whole. Look for best practices you can share with your colleagues.
To prepare:
· Selecta country other than your own andconduct independent researchon their early childhood assessment practices. Look for terms like formal, informal, formative, summative, authentic assessment, and the like.Notesimilarities and differences between this country and your own.
By Day 3 of Week 10
Post a summaryof statistics (i.e., number of children served, number in rural vs. inner city, number of teachers, etc.) and issues in the country, andidentifythe strengths and weaknesses of their early childhood standards. Include abrief discussionof similarities and differences in their practices and practices in your country.
Cite your research and provide appropriate references in APA format to substantiate your thinking.
By Day 7 of Week 10
Reada selection of your colleagues’ postings.
Respondtotwo or moreof your colleagues by comparing data and standards, similarities, and differences in your selected country and their selected country.
Posta comparison of the two countries, andfollow upwith your thoughts on the best practices in the two countries.
Mitchell, L. M. (2007). Using technology in Reggio Emilia-inspired programs. Theory Into Practice, 46(1), 32–39.

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