Test Bank for Week by Week, Plans for Documenting Children's Development 8th Edition, 8e by Barbara Ann Nilsen .
Week by Week, Plans for Documenting Children's Development 8e
ISBN-10 : 0357625625
ISBN-13 : 9780357625620
Chapter 01: Getting Started
1. The most important reason to observe a child is to determine whether the child is developing appropriately.
a. True
b. False
ANSWER: False
RATIONALE: a. Incorrect. For more information on reasons to observe children, see Section 1-1: Why
Observe?
b. Correct. For more information on reasons to observe children, see Section 1-1: Why
Observe?
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-1a Safety
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.01 - Name at least 10 reasons why teachers should observe their students.
NATIONAL STANDARDS: United States - NAEYC.3c - Use screening and assessment tools in ways that are ethically
grounded and developmentally, ability, culturally, and linguistically appropriate in order to
document developmental progress and promote positive outcomes for each child.
KEYWORDS: Bloom's: Remembering
2. The competent teacher can accurately remember the details of what has been observed so there is no need to write the
information down.
a. True
b. False
ANSWER: False
RATIONALE: a. Incorrect. For more information on the importance of documenting observations, see
Section 1-2: Why Write It Down?
b. Correct. For more information on the importance of documenting observations, see Section
1-2: Why Write It Down?
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-2 Why Write It Down?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.02 - Identify why it is important to write down (document) observations.
KEYWORDS: Bloom's: Remembering
3. Details of observations are written down so they can be used as evidence if a teacher is sued by a parent.
a. True
b. False
ANSWER: False
RATIONALE: a. Incorrect. For more information on the importance of documenting observations, see
Section 1-2: Why Write It Down?
b. Correct. For more information on the importance of documenting observations, see Section
1-2: Why Write It Down?
POINTS: 1
DIFFICULTY: Easy
Page 1
,REFERENCES: 1-2f Document
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.02 - Identify why it is important to write down (document) observations.
NATIONAL STANDARDS: United States - NAEYC.3a - Understand that assessments (formal and informal, formative
and summative) are conducted to make informed choices about instruction and for planning
in early learning settings.
KEYWORDS: Bloom's: Remembering
4. The teacher should explain to children why they are writing notes about them and act as a literary role model.
a. True
b. False
ANSWER: True
RATIONALE: a. Correct. For more information on the importance of recording observations, see Section 1-
2: Why Write It Down?
b. Incorrect. For more information on the importance of recording observations, see Section
1-2: Why Write It Down?
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-2e Serve as a Literacy Role Model
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.02 - Identify why it is important to write down (document) observations.
KEYWORDS: Bloom's: Remembering
5. It does not matter which method of recording is used because they are all useful in recording information.
a. True
b. False
ANSWER: False
RATIONALE: a. Incorrect. For more information on different observation methods, see Section 1-3: Why,
When, and Who.
b. Correct. For more information on different observation methods, see Section 1-3: Why,
When, and Who.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-3a Why Use Different Observation Methods?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.03 - Discuss why it is useful to use different methods to observe and what
role you play as an observer.
NATIONAL STANDARDS: United States - NAEYC.3a - Understand that assessments (formal and informal, formative
and summative) are conducted to make informed choices about instruction and for planning
in early learning settings.
KEYWORDS: Bloom's: Remembering
6. Testing is a better way to assess a child’s development because it is standardized.
a. True
Page 2
, b. False
ANSWER: False
RATIONALE: a. Incorrect. For more information on child development, see Section 1-4: Building Child
Development Portfolios.
b. Correct. For more information on child development, see Section 1-4: Building Child
Development Portfolios.
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-4b Portfolio Assessment
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.04 - Justify using portfolios as an authentic assessment strategy for
documenting young children's development.
NATIONAL STANDARDS: United States - NAEYC.3a - Understand that assessments (formal and informal, formative
and summative) are conducted to make informed choices about instruction and for planning
in early learning settings.
KEYWORDS: Bloom's: Remembering
7. Observation can be helpful in the prevention of misbehavior.
a. True
b. False
ANSWER: True
RATIONALE: a. Correct. For more information on the importance of observations, see Section 1-1: Why
Observe?
b. Incorrect. For more information on the importance of observations, see Section 1-1: Why
Observe?
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-1h Guidance
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.01 - Name at least 10 reasons why teachers should observe their students.
NATIONAL STANDARDS: United States - NAEYC.3a - Understand that assessments (formal and informal, formative
and summative) are conducted to make informed choices about instruction and for planning
in early learning settings.
KEYWORDS: Bloom's: Remembering
8. Observation’s primary purpose is to tell the family what is wrong with their child.
a. True
b. False
ANSWER: False
RATIONALE: a. Incorrect. For more information on the purpose of observations, see Section 1-1: Why
Observe?
b. Correct. For more information on the purpose of observations, see Section 1-1: Why
Observe?
POINTS: 1
DIFFICULTY: Easy
Page 3
, REFERENCES: 1-1g Communication with the Family
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.01 - Name at least 10 reasons why teachers should observe their students.
NATIONAL STANDARDS: United States - NAEYC.3d - Build assessment partnerships with families and with
professional colleagues.
KEYWORDS: Bloom's: Remembering
9. Observations should always be rewritten or typed afterward so they are legible.
a. True
b. False
ANSWER: False
RATIONALE: a. Incorrect. For more information on documenting observations, see Section 1-2: Why Write
It Down?
b. Correct. For more information on documenting observations, see Section 1-2: Why Write
It Down?
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-2 Why Write It Down?
QUESTION TYPE: True / False
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.01 - Name at least 10 reasons why teachers should observe their students.
KEYWORDS: Bloom's: Remembering
10. All of the following are valid reasons for observing children EXCEPT to:
a. determine the best way to provide guidance.
b. decide about future classroom activities.
c. determine how to help a child who is struggling with an activity.
d. determine how smart a child is.
ANSWER: d
RATIONALE: a. Incorrect. For more information on the purpose of observations, see Section 1-1: Why
Observe?
b. Incorrect. For more information on the purpose of observations, see Section 1-1: Why
Observe?
c. Incorrect. For more information on the purpose of observations, see Section 1-1: Why
Observe?
d. Correct. For more information on the purpose of observations, see Section 1-1: Why
Observe?
POINTS: 1
DIFFICULTY: Easy
REFERENCES: 1-1 Why Observe?
QUESTION TYPE: Multiple Choice
HAS VARIABLES: False
LEARNING OBJECTIVES: WBW.NILS.17.01.01 - Name at least 10 reasons why teachers should observe their students.
NATIONAL STANDARDS: United States - NAEYC.3a - Understand that assessments (formal and informal, formative
and summative) are conducted to make informed choices about instruction and for planning
in early learning settings.
Page 4
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