Glossary
- Page ID
- 71909
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\( \newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\)
( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\id}{\mathrm{id}}\)
\( \newcommand{\Span}{\mathrm{span}}\)
\( \newcommand{\kernel}{\mathrm{null}\,}\)
\( \newcommand{\range}{\mathrm{range}\,}\)
\( \newcommand{\RealPart}{\mathrm{Re}}\)
\( \newcommand{\ImaginaryPart}{\mathrm{Im}}\)
\( \newcommand{\Argument}{\mathrm{Arg}}\)
\( \newcommand{\norm}[1]{\| #1 \|}\)
\( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\)
\( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\AA}{\unicode[.8,0]{x212B}}\)
\( \newcommand{\vectorA}[1]{\vec{#1}} % arrow\)
\( \newcommand{\vectorAt}[1]{\vec{\text{#1}}} % arrow\)
\( \newcommand{\vectorB}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vectorC}[1]{\textbf{#1}} \)
\( \newcommand{\vectorD}[1]{\overrightarrow{#1}} \)
\( \newcommand{\vectorDt}[1]{\overrightarrow{\text{#1}}} \)
\( \newcommand{\vectE}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash{\mathbf {#1}}}} \)
\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \)
\( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)
\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)| Words (or words that have the same definition) | The definition is case sensitive | (Optional) Image to display with the definition [Not displayed in Glossary, only in pop-up on pages] | (Optional) Caption for Image | (Optional) External or Internal Link | (Optional) Source for Definition |
|---|---|---|---|---|---|
| (Eg. "Genetic, Hereditary, DNA ...") | (Eg. "Relating to genes or heredity") |  |
The infamous double helix | https://bio.libretexts.org/ | CC-BY-SA; Delmar Larsen |
| Word(s) | Definition | Image | Caption | Link | Source |
|---|---|---|---|---|---|
| Assessment | The process of collecting, analyzing, and interpreting data to understand children's development, learning, and progress. | ||||
| Anecdotal Record | A brief, written description of a specific incident or behavior observed in a child. It is typically used to capture qualitative data and is often focused on a single event or interaction. | ||||
| Authentic Assessment | An approach that evaluates children’s skills and abilities through real-life tasks and activities rather than standardized testing, providing a more accurate reflection of a child’s abilities. | ||||
| Baseline Data | The initial data collected before beginning a program or intervention. It serves as a reference point for measuring progress over time. | ||||
| Benchmark | A standard or reference point used to measure a child’s progress, often based on developmental milestones or academic expectations. | ||||
| Child-Centered Observation | Observing a child in their natural environment and using their activities, interests, and behaviors as the basis for assessment. The focus is on the child’s unique abilities and development. | ||||
| Confidentiality | The ethical principle of keeping information about children, families, and observations private and only sharing it with authorized individuals or agencies. | ||||
| Critical Reflection | The process of analyzing and questioning one’s observations, practices, and interactions with children to improve understanding and effectiveness. | ||||
| Developmental Domains | Categories of child development, such as physical, cognitive, emotional, social, and language development, that are typically assessed separately but are interconnected. | ||||
| Developmental Milestones | Key behaviors or skills typically demonstrated by children at various ages, such as walking, talking, or writing. | ||||
| Developmental Portfolio | A collection of a child's work, observations, and assessments over time, providing a comprehensive view of the child’s development and learning. | ||||
| Diagnostic Assessment | An assessment designed to identify a child’s strengths, weaknesses, or specific learning needs, often conducted before providing intervention. | ||||
| Ethnographic Observation | A detailed, long-term observation method where the observer immerses themselves in the child’s environment to gather comprehensive data on their behavior and interactions. | ||||
| Formative Assessment | Ongoing assessments used to monitor a child's progress during the learning process, with the goal of making adjustments to instruction or interventions. | ||||
| Goal-Setting | The process of identifying specific, measurable, and attainable objectives for children based on assessment data to guide their learning and development. | ||||
| Holistic Assessment | An approach that considers the child as a whole, taking into account all aspects of their development, including cognitive, physical, emotional, and social domains. | ||||
| Inclusive Assessment | Assessment practices that account for the diverse needs, backgrounds, and abilities of all children, including those with disabilities or from culturally diverse families. | ||||
| Interrater Reliability | The degree to which different observers or assessors agree on the assessment of a child’s behavior or abilities, ensuring consistency in the results. | ||||
| Learning Stories | Narrative observations that describe a child’s learning experiences and are typically used in documentation that celebrates progress and development. | ||||
| Observation | The process of watching and recording children's behavior, interactions, and activities to gather data on their development. | ||||
| Portfolio | A collection of a child’s work, assessments, and observations over time, used to assess progress and development in various areas. | ||||
| Progress Monitoring | Regular assessment of a child’s progress toward specific learning objectives, often using ongoing assessments like tests, checklists, or observations. | ||||
| Qualitative Data | Non-numerical data, such as descriptions, narratives, and observations, that provide rich insight into a child's behaviors, skills, and development. | ||||
| Quantitative Data | Numerical data, such as scores, frequencies, or ratings, used to measure a child’s performance or abilities. | ||||
| Reliability | The consistency and dependability of an assessment tool or process to produce the same results under similar conditions. | ||||
| Rubric | A scoring guide or set of criteria used to assess a child’s performance on a task, providing clear expectations for what constitutes different levels of performance. | ||||
| Screening | A brief, initial assessment used to identify potential developmental delays or learning issues in children, often conducted at the start of an educational program. | ||||
| Self-Assessment | A process in which children evaluate their own work, behavior, or progress, promoting self-awareness and responsibility for their learning. | ||||
| Summative Assessment | A type of assessment conducted at the end of a period of learning to evaluate overall performance or achievement, often in the form of a test or project. | ||||
| Teacher-Child Interaction | The ways in which teachers engage with children, influencing their social, emotional, and cognitive development through responsive interactions. | ||||
| Transparent Assessment | Assessment methods that are clear and understandable for children and families, with explicit explanations of how data is collected, used, and interpreted. | ||||
| Validity | The extent to which an assessment tool measures what it is intended to measure, ensuring that results are accurate and meaningful. | ||||
| Video Observation | The use of video recordings to capture children's behavior or interactions, allowing for later analysis and review of the data. | ||||
| Visual Documentation | The use of photos, videos, or artwork to document a child’s learning and development, often used in conjunction with written observation notes. | ||||
| Work Sampling | A method of assessment that involves collecting samples of a child’s work over time to monitor their progress and development in various domains. | ||||
| Zone of Proximal Development, ZPD | A concept introduced by Lev Vygotsky, referring to the range of tasks that a child can perform with the help of an adult or more capable peer, indicating the potential for future learning. |