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Early Childhood Assessment Why, What, and How (2008) / Chapter Skim
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Part II: Child-Level Outcomes and Measures
Pages 57-60

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From page 57...
... In addition, the domains usually assessed for older children are more heavily influenced by the constraints of the traditional school curriculum. In selecting a domain or a measure, it is crucial to start with a well-defined purpose and to explore whether the outcomes and measures chosen are well suited for that specific purpose.
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From page 58...
... Similarly, some researchers include constructs identified in this report as part of Approaches to Learning in the category of Socioemotional Functioning. Thus, we offer this categorization as a heuristic for discussing constructs and their measurement, not as a grand theory of child development.
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From page 59...
... We divide the treatment of domains and measures into those most commonly used in pediatric versus educational settings, and those most commonly implemented for purposes of screening and diagnosis versus providing instructional guidance, progress monitoring, and evaluation. Although Chapter 4 deals mostly with assessment typically done in the first year of life, we recognize that pediatric assessment continues throughout childhood.
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From page 60...
... These context measures are, we argue, as important as the child-specific measures, because a child's score on any measured outcome cannot be interpreted without knowing something about the familial and educational contexts in which that child has developed and the opportunities to learn those contexts have provided. Measures of context can also serve as interim markers of program quality for both formative and summative assessments.
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Key Terms

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  • versus educational
  • reflect variation
  • assessment continues
  • progress monitoring

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  • heavily influenced
  • usually assessed
  • deserves attention
  • school curriculum

  • domain deserves
  • five domains
  • continues throughout
  • educational contexts
  • ideal qualities

  • providing instructional
  • map onto
  • throughout childhood
  • categorization omits
  • pediatric assessment

  • optimal development
  • diagnosis versus
  • context measures
  • domains usually
  • education goals


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