You can use personal evaluation data to reflect on your practice and make changes as needed. Take some time to review these resources and then reflect on how you use data to improve your practice.

Tips for Teachers

单击此提示表，该表提供了有关如何使用数据来改善练习的想法。

Tools for Teachers

Click on this decision-making flow chart can help you decide how to use data to inform your practice. For example, use the decision tree to decide how to adjust teaching after you collect and interpret data.

Helpful Resources - Using Data to Inform Teaching

These resources, complied by the Office of Head Start, National Center on Quality Teacher and Learning (NCQTL@UW.EDU or 877-731-0764), provide helpful resources for using data to make decisions about your practice. The web resources have been updated.

Articles

Dodge, D. T., Heroman, C., Charles, J., & Maiorca, J. (2004). Beyond outcomes: How ongoing assessment supports children’s learning and leads to meaningful curriculum. Young Children, 59(1), 20–28. This is an article about gathering data and using the information to plan curriculum.

Harris, M. E. (2009). Implementing portfolio assessment. Young Children, 64(3), 82–85.
This article discusses how portfolios and other methods of assessment can be used to compare child progress to classroom expectations. Different assessment methods are also described as useful in future curriculum planning.

Heidemann, S., Change, C. J., & Menninga, B. (2005). Teaching teachers about assessment. Young Children, 60(3), 86–92. This article includes different ways to interpret evaluation data, and how teachers can link assessment data to planning, goal setting, and problem-solving in the classroom.

Seitz, H. (2008). The power of documentation in the early childhood classroom. Young Children, 63(2), 88–93. This article includes different ways to track children’s progress, and emphasizes the importance of reflecting on effective teaching practices.

Books and Chapters

Bredekamp, S. (2011). Assessing children’s learning and development. In S. Bredekamp (Ed.), Effective practices in early childhood education: Building a foundation (pp. 327–356). Boston, MA: Person Publishing Co. This chapter highlights using data to inform teaching as an effective practice in early childhood education.

Dichtelmiller，M. L.（2011）。评估的力量：改变教学和学习。yabo电子游艺华盛顿特区：教学策略。本书包括几个关于不同评估方法的章节。第10章，解释评估数据，介绍如何适当地解释评估数据，以便寻找模式，关注课程目标，并与节目期望相比识别儿童的进展。

Gronlund, G., & James, M. (2005). Focused observations: How to observe children for assessment and curriculum planning. St. Paul, MN: Redleaf Press. This is a comprehensive resource on observation in early childhood classrooms. It provides guidelines and examples of how to make observation an integral part of teaching, and how to use observation to inform instruction.

Jablon, J., Dombro, A. L., & Dichtelmiller, M. L. (2011). The power of observation: Birth to age 8 (2nd ed.). Washington, DC: Teaching Strategies, Inc. This practical resource for early childhood educators makes the link between observation and effective teaching
策略。这本书为代用提供了指导方针tive observation, and for using assessment information for responsive teaching.

McAfee, O. & Leong, D. J. (2011). Using assessment information. In O. McAfee & D. Leong (Eds.), Assessing and guiding young children’s development and learning (5th ed.) (pp. 138–155). Boston, MA: Pearson Publishing. This chapter outlines how to plan and use assessment strategies. Strategies can be used for individual children and groups, and the author includes classroom and curricular modification strategies for teachers.

Web资源（更新）

头部启动和早期头部的数据开始：创建包含数据的文化 - 资源
https://eclkc.ohs.acf.hhs.gov/program-planning/article/data-head-start-early-head-start-creating-culture-embraces-data-resources. Contains toolbox and videos to help guide your use in data in your program

yabo电子游艺学习评估工具包
https://eclkc.ohs.acf.hhs.gov/child-screening-assessment/learning-assessment-lfa-toolkit/learning-assessment-lfa-toolkit. Learning from Assessment (LFA) Toolkit (2018). Office of Planning, Research, and Evaluation: Washington, D.C. This is an updated collection of presentations, handouts, guided practice exercises, and descriptions of additional resources designed to support Head Start staff in enhancing, conducting, and interpreting child assessments.