A rubric that is developed to assess various aspects of student development.

A child’s rank on a standardized test as expressed in terms of the number of students out of 100 who performed at or below the student’s score.

A child’s score on a standardized test expressed as the percentage of students in a normal distribution who would have performed at or below the student on the test.

The documentation of an elementary school student’s progress through descriptive summary or overview rather than a report card. The narrative report details skills, behaviors and learning goals mastered.

The use of naturally occurring events to assess a child’s development, particularly that of infants and toddlers. Information is gathered through observation, classroom tasks, or other naturally occurring events.

The unique knowledge the child brings to the classroom, having learned from his family culture, experiences, and perspectives.

A written performance assessment based on the curriculum taught in the classroom. The assessment uses the student’s work to measure skill mastery and learning priorities.

A loosely-structured interview conducted by a child-care professional to solicit input from parents and primary caregivers on a child’s skills and level of independence in completing routine tasks, the child’s social relationships, and the interviewee’s concerns and priories about the child.

A child-care professional’s interview of parents or primary caregivers to assess a child’s mastery and development needs regarding daily routines.

Forms with questions created to solicit input from families on a child’s behavioral challenges.