Early Childhood Assessment Why, What, and How (2008) / Chapter Skim
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Pages 465-484
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From page 465... ...
See also High-stakes Achenbach System of Empirically assessment Based Assessment, 81 appropriate use of assessments, Achievement tests, 30-31, 113, 131, 35-36, 39-41, 167, 198, 259 133, 136, 137, 140, 153, 236-237, current practice, 326 242, 254-255, 271, 423. See also demand for assessments, 1, 18-19, Readiness for school; individual 246, 280 instruments development of instruments for, Adapted EZ-Yale Personality/ 367-368 Motivation Questionnaire, 122, interpreting test data, 35 123, 128 465
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From page 466... ...
See for accountability, 35-36, 39-41, also Implementing assessments 167, 198, 259 accommodations for children with age and, 3, 38, 71,194 disabilities, 272, 295-296 defining, 22, 184 to English language learners, 105, developmental delays and, 38, 271 116-117, 260, 291-295 domain definition and, 3, 184, 433 familiarity of assessor to child, English language learners, 3, 40, 185-186, 227, 286-288 250-251, 256, 258, 259, 292, 293, guidelines, 37-39, 268-269, 272 295, 298 individualization of, 272 guidelines for, 37-39, 270, 345-346, length of, 288-291, 294 353, 360 order of, 293-294 inclusivity and, 320-321, 322 standardization, 40, 74-75, 287 legal and ethical precedents, standards for testing, 250-251 250-251 stop rules, 290-291 level of expectation for program training of examiners, 3, 33, 64, target and, 197 102, 150, 256, 285-286, 291, minority children, 3, 235-240, 243, 294-295 244, 259 Age of children, 3, 38, 71, 194 program evaluation, 39, 86, 148, Ages and Stages, 77 197-198, 259, 297 Ainsworth Strange Situation for progress monitoring, 39, 86, Procedure, 84 148, 197, 259, 297 Alberta Infant Motor Scale, 80 purpose of assessment and, 27, Alternative assessment. See 259, 283, 341-342, 344, 433 Performance assessments for quality of learning American Academy of Pediatrics, 67, environments, 320 68, 70, 71, 453 readiness assessment, 31 American Educational Research for screening, 360 Association, 55 for special needs children, 3, 4, 38, American Psychological Association, 40, 271, 280, 283 107 standardization sample and Approaches to learning methods and, 237-238, 243, 271 consensus, 97-98 test and item bias, 205, 210-212, constructs, 97, 107 235-240, 243 domain defined, 58, 97 for testing all children, 96, 100, early childhood education 104-106, 112, 116-117 standards, 445 testing situation and assessor instruments, 128-129 characteristics and, 238-239 intervention studies, 99 Assessment, Evaluation and malleability, 99 Programming System (AEPS)
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From page 467... ...
See also restriction of range, 211, 212 Observational measures situational factors, 238-239, 245-246 Automated analysis tools, 101 and social consequences of Automated auditory brainstem assessment, 195-196, 239-240, 283 response, 66 standardization samples and methods and, 237-238, 241, 243, 253, 271 B systematic, 237 test bias, 212, 213, 244, 245, 252 Bank Street curriculum, 335 validity generalization, 187, Battelle Developmental Inventory 210-213 Screening Test, 77 Bracken Basic Concept Scale-Revised Bayley Scales of Infant and Toddler (BBCS-R) , 133, 134, 136, 137, 141 Development, 40, 78, 80, 81, 88, Brief Infant-Toddler Social Emotional 113, 120, 121, 122, 123, 124, 129, Assessment (BITSEA)
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From page 468... ...
, 81 Classroom Literacy Opportunities Child Behavior Checklist, 122, 124, Checklist, 168 125, 242 Classroom Practices Inventory (CPI) , Child Care and Development Fund, 161-162, 175 49 Clinical Evaluation of Language Child Development Inventory and Fundamentals (CELF)
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From page 469... ...
, 33, 38, 39, 268, 269 Developmental outcome measures, Council of Chief State School Officers, 69, 73, 88, 275-276 38, 44, 308-309, 437 n.1, 439-440, English language learners, 52, 54, 445-446 55
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From page 470... ...
See Developmental development history, 36-37, 45-52, delays; Special needs children 437-447 Domains. See also individual domains differences among state appropriateness for subgroups, 3, documents, 438-439 275 domains, 44, 97, 441-444, 445 availability of instruments, 118 Good Start, Grow Smart initiative, bias testing with minority 52-53 populations by, 242 Head Start Child Outcomes categorizing, 58-59 Framework, 46, 49-52, 184, 445 defining content, 3, 184, 433 important influences, 48-49 of development, 71-72 K-12 learning standards and, early childhood education 445-447 standards, 44, 97, 441-444 national, 46 evidence of importance, 57-58 National Reporting System, 20, 23, functional outcomes for special 47, 49, 53-55, 201, 273, 284, 430 needs children compared, 4, state, 45-46, 97 275-276 uses, 44
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From page 471... ...
, 147, 163-164, 167, instruments for assessment, 54, 168, 175, 336 100, 172-173, 247, 251-255, 257, Early Childhood Learning and 351 Knowledge Center, 23 language and literacy assessment, Early Childhood Longitudinal Study- 104-105, 172-173, 248-249, 251 Birth Cohort, 36, 285, 288 252, 291-292, 332 Early Childhood Longitudinal Study- legal and ethical standards, 249, Kindergarten (ECLS-K) , 36, 98, 250-251, 254, 256 100, 122, 128, 129, 201, 266-267, outcome measures, 52, 54, 55 273, 367 population characteristics, 247-249 Early Head Start, 23, 63, 64, 104, 111, principles of assessment, 258-260 152, 201, 266-267, 430, 438, 450 quality of learning environment, Research and Evaluation Study, 172-173 152, 201, 267, 285, 466 research needs, 253, 256-258, 259, Early Language and Literacy 366-367 Classroom Observation socioemotional assessment, 255 (ELLCO)
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From page 472... ...
, 120, 121, Impact Study, 112, 148, 289 123, 130 learning standards, 88 General knowledge, 58, 87, 107 National Reporting System, 20, 23, instruments, 133-135 47, 49, 53-55, 201, 273, 284, 285, Generalizability theory, 200 287, 289, 291, 293, 294, 295, 296, Genetic/metabolic screening, 64-65 297, 327, 430 Global functioning, 17 Office of Planning, Research and Goal 1 Early Childhood Assessments Evaluation, 23 Resource Group, 38 performance measures, 51, 322, Goals 2000, 48 430 Good Start, Grow Smart initiative, 47, Pyramid of Services, 49, 50, 51 49, 52-53, 348, 437-438, 446 reauthorization, 55 Government Performance and Results State Collaboration Offices, 438 Act, 1, 19 University Partnership Growth Charts, 120 Measurement Development Guidelines. See also Standards Grants Program, 105 developmental outcome measures, Head Start Act, 49 5-6, 348-349 Head to Toe Task, 95 domains, 5, 348-349 Health care providers government responsibility, 372-373 assessment of infants and toddlers, health care providers' role, 369 64 implementing guidance, 369-374 implementing guidance, 369 instrument selection and Hearing implementation, 6-8, 352-354 impairment, and assessment of professional organizations, validity, 274, 296 37-39 screening, 29, 30, 66, 255, 262, 263 program administrators' role, n.2, 363 371-372 High/Scope Child Observation purposeful assessments, 5, 345-346 Record (COR)
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From page 473... ...
See also 353, 355, 358, 373 Observational measures reliability and validity, 283 adverse consequences, 3 systemic approach, 337 Individual-focused assessments, 29-30 unintended or inappropriate uses Individualized education programs, of data, 284, 286, 337, 355-356, 86 358, 373 Individuals with Disabilities unintended or undesirable Education Act (IDEA) , 47, 75, consequences, 195 251, 255, 261, 263, 264, 266, 267, Home environments 271, 280, 332, 334, 369 and academic and social outcomes, Infant and toddler assessments 155 cognitive skills, 108, 110, 113 assessing, 149, 150-155, 167, 168, contexts for, 63-64, 67 n.1, 168 169, 172, 173 developmental, 2, 65, 70-72, 73, basic needs and safety monitoring 110, 261 provided, 151, 152 purposes, 62-63, 74 cognitive stimulation, 146, 151-152, system approach, 75-76 153-154 Infant Characteristics Questionnaire, primary caregiver-child 83 interactions, 152-153 Infant Development Inventory, 77 Home Observation for Measurement Infant habituation, 69, 108, 110 of the Environment (HOME)
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From page 474... ...
, 276 174-177 Interpreting and using scores, 3, 17. learning behaviors and, 98 See also Bias in asessments; length of assessment, 289-290 Validity of assessments malleability, 104 for accountability purposes, 35, 39, measures of, 102, 105, 106 40, 355-356 minority children, 237, 242 automated analysis tools, 101 quality of learning environment, conditions for, 19-20 17, 104, 148, 154, 155, 157, 158, extrapolation, 188 161, 162, 164, 165-166, 167, 168, guidelines for, 37-39 169, 170, 174-177 of infant-toddler assessments, 63 receptive language, 66, 101 program quality information research-related assessment, 101, linked to, 319 106 Iron deficiency screening, 67, 76 standards of learning, 52-53, 89 testing all children, 104-106, 242 training examiners, 102 K transfer theory, 248-249 validity of scores, 101 Kaufman Assessment Battery for Language Assessment Scales (LAS)
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From page 475... ...
See Developmental English language learners outcome measures Literacy. See Language and literacy Memory, 92, 98, 107, 108, 109, 110, 113, Literacy Activities Rating Scale, 166 130, 131, 193 Literacy Environment Checklist, 166 Michigan School Readiness Program, 45, 447 Minority children.
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From page 476... ...
See Threats Center, 107 to normative development National Children's Study, 451 Nursing Child Assessment Satellite National Early Childhood Training, 84 Accountability Task Force, 24, Nutritional deficiency, 67 39, 302, 322, 324 National Early Childhood Technical Assistance Center, 71, 452 O National Early Intervention Longitudinal Study, 266 Obesity, 18, 88, 120 National Education Goals Panel, 4, 38, Observation Measure of Language 48, 50, 58, 86, 97, 282, 347 and Literacy Instruction National Head Start Association, 23, (OMLIT) , 168-169, 176 55 Observational measures National Institute for Early Education for accountability, 147-148, 149, Research (NIEER)
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From page 477... ...
, 171-172, 177 264, 335-336, 359, 424, 426. See Preschool Screening System, 77 also Authentic assessment; Primary caregiver-child interactions, Classroom environments; 64, 69, 150, 151, 152-153 individual instruments Primary Test of Cognitive Skills Pervasive Developmental Disorders (PTCS)
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From page 478... ...
low-stakes 201, 204, 259, 297, 355, 367-368 conditions, 195 impact evaluation, 36, 148 measuring quantitative change, performance assessment, 2, 224-225 34-37, 39-41, 266-267; see also precision, 263 Accountability research needs, 361, 364 quality standards, 44-45, 319-320, special populations, 96, 112, 325, 365 243-244 Progress monitoring, 2, 8, 18, 19, 31, standards of evidence, 3, 225, 75, 85, 229, 283 243-244 academic achievement standards Purpose of assessments. See also and, 308 Accountability; Diagnostic appropriateness of assessment, 39, testing; Progress monitoring; 86, 148, 197, 259, 297 Program, performance defined, 265-266, 426 assessment; Screening early childhood education and appropriate use of standards and, 43, 44, 224 assessments, 27, 259, 283, 341 English language learners, 255, 342, 344, 433 292, 293 community-focused screening, Head Start practices, 52, 53, 54-55, 29-30 430 determining and communicating, implementing, 372, 374, 375 3, 282-284 maps, 315 diagnostic testing, 30 outcome measures, 86, 329 eligibility testing, 31 program evaluation compared, 35, functional level, 2, 29-31 344 guidelines on, 5, 37-39, 345-346 research needs, 364 importance of purposefulness, 2, RTI approach, 33-34 18, 313 special needs children, 262, 264, individual-focused screening, 29 265-266, 267, 280, 330 in infant-toddler period, 62, 74 state initiatives, 329, 447 intervention and instruction tools for assessment, 101, 106, 118, planning, 2, 31-34, 39, 69, 70, 85, 135, 201, 215-216, 224, 255, 264, 201, 222-226, 259, 264-265, 283 336, 424, 425 rationale for guidelines, 342-345 using assessment data, 32-33, 39, readiness testing, 30-31 280, 286, 314, 326, 344, 372 research-related, 2, 34, 37, 266-267
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From page 479... ...
See also and cognitive skills, 108, 148, 151, Bias in assessments 153-154, 170 age of children and, 72, 73-74, 119, and developmental outcomes, 17- 219 18, 64, 86, 95, 104, 108 alternate forms coefficient, 199 English language learners, 172-173 automated analysis tools and, 101 importance, 145 checks/checking, 7, 11, 353, 359 instruments, 147, 152-177 coefficients, 198-200 observational measures, 63, defined, 427 146-150 evidence of, 182 strategy for assessing programs, inferences, 179, 281 173 internal consistency coefficient, systems perspective, 319-320 198 Quality of Instruction in Language length of assessment and, 288 and Literacy, 169, 174 measures, 59, 73, 95, 96-97, 119, The Quick Test, 79 149-150, 211, 212, 281 monitoring, 203, 353 National Reporting System, 54 R by observation, 149-150, 157, 203, 204, 268, 283, 334-335 RAND Corporation, 111 outcomes, 244 Ratings of Parent-Child Interactions, purpose of assessment and, 283 174 quantifying, 182, 198-200, 427 Read Aloud Profile, 169 score and inter-rater, 323, 334, 427
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From page 480... ...
Sequenced Inventory of approach, 30, 33-34, 263-264, Communication Development, 364-365 79, 141 Reynell Developmental Language Shape Stroop measure, 113 Scales, 79, 141, 143 Simon says test, 113 Slosson Intelligence Test, 77 Snack delay test, 113 S Snapshot of Classroom Activities, 169 Social benchmarking, 36-37, 40 Sampling error, 188, 207, 211, 212 Social Communication Questionnaire Science, 107, 136-138, 157, 158 (SCQ)
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From page 481... ...
See also appropriateness of assessment for, Approaches to learning 3, 4, 38, 40, 271, 280, 283 behavior problems, 54 n.4, 89, 91, challenges in assessment, 270-279 92-93, 94, 95, 99, 365 construct-irrelevant skills, 274-275 consensus, 90 developmental assessment, 76, constructs, 58, 95, 96, 113 271, 369 domain defined, 89 diagnostic testing, 262-264 early learning guidelines, 89 domain-based assessments, home environment and, 146, 148, 274-276 150-151 eligibility determinations, 262-264, importance in practice and policy, 271-272 50-51, 89-90 functional outcomes approach, infant assessment, 62, 69 275-276 instruments, 59, 71, 164, 166, 167, inclusion in assessments, 36, 40, 170, 173-177, 362-363 266-267, 270, 273, 295-296, 320, and later development, 90-94 330-331 malleability, 94-95 infants and toddlers, 261 measurement issues, 95, 242 instruments/tools, 273-274, measures of, 91, 95, 96-97 276-279 minority children, 242, 245 intervention or instruction nutritional deficiency and, 67 planning, 1, 264-265 quality of environment and, 164, "labeling" concerns, 46 166, 167, 170, 174-177 large-scale assessments, 40, 266 reliability and validity of tests, 96- 267, 273, 279 97, 194 outcome measures, 275-276 research needs, 362-363 population characteristics, 261 screening instruments, 81-82, principles of assessment, 267-270 122-127 progress monitoring, 263, 265-266, self-regulation, 70, 89, 90, 92, 93-94, 267 95, 96, 108, 123, 311, 365 purposes of assessment, 260, social competence, 89, 91-92, 96, 262-267 108, 126, 127, 148, 164, 166, 167, reporting outcomes, 47 170, 194 research needs, 367 testing all children, 96, 242, 255 research-related assessments, 266Special education, 31, 153, 239, 252, 267, 272 255, 256, 261, 262-263, 264, 267, response to intervention approach, 271, 325, 326, 327, 328, 330, 348, 263-264 367, 369 screening, 262
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From page 482... ...
, 172-173, 88, 89, 445-447 177 learning performances approach, System of assessment 309, 310-311, 313 accountability assessment in, 35-36 learning progressions approach, assessment approaches, 8, 75-76, 309-310, 311, 312 205-206, 305, 313, 333-334, NCLB framework, 307-308 335-336 organizing around big ideas, 311 coherence in, 339-340, 341 and reporting assessment results, components, 331-332 314 cost of implementing, 297-298, 322 state early childhood education current landscape, 324-328 standards, 16, 45-46, 116, 327- development and learning 338, 437-447 opportunities, 9, 306, 319-320, systems perspective, 8, 304, 305, 339 307-313, 335 environmental ratings, 148 Standards-based assessments, 371, features of systems, 302-303 427, 431 feedback loops, 303-304 Stanford-Binet Intelligence Scales, 113, guidelines, 8-12, 356-360 130, 131, 134, 136, 141, 242 importance of systematicity, 2, 75State. See also individual states 76, 302-304, 336-340 assessment systems, 44, 161, 167, inclusiveness, 9, 76, 306, 320-321, 328-336 330-331 early childhood education infrastructure, 230-231, 304-324 standards, 16, 45-46, 116, 335, monitoring and evaluation, 9, 148, 437-448 306, 322-324
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From page 483... ...
See Diagnostic testing for accountability, 40, 54-55, 198 Threats to normative development as argument, 186-191 genetic/metabolic screening, 64-65 consequence of use and, 194-196 iron deficiency screening, 67 consistency of assessment. See lead screening, 68 Reliability of assessments newborn hearing screening, 66 construct, 185-186, 193, 197, 236 vision screening, 66-67 237, 243, 250, 254, 255, 274-275 Toddler Behavior Assessment contemporary views of evidence, Questionnaire (Carey Scales)
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From page 484... ...
Tests response processes and, 192-193, of Cognitive Abilities, 113, 118, 205, 364-365 121, 130, 131, 132, 133, 136, 137, social consequences and, 195-196, 139, 140, 144, 242, 252 239-240 Woodcock-Johnson-Revised Tests of standardization and, 187, 237, 250, Cognitive Ability (WJ-R COG) , 254 253 treatment studies, 193-194 Work Sampling for Head Start trinitarian model, 184-186 (WSHS)
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