Assessment
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Principles of Assessment
EDUU325Wortham S.C. (2008)
Assessment in Early Childhood Education
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(p. 3)
Appropriate Uses of Assessment
• Assess to promote children’s learning and development
• Identify children for health and social services
• Monitor trends and evaluate programs and services
• Assess academic achievement to hold students, teachers, and schools accountable.
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(p. 3)
Assessments Use Multiple Sources of Information
• A single assessment application is insufficient
• Need comprehensive and complete picture of child’s development and learning
• Need different perspectives - including those of parents and caregivers
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(p. 3)
Assessments Should Benefit the Child and Improve Learning
• Purpose of assessment is to determine whether child is:– Developing normally– Exhibiting delays– Needs assistance or intervention
• Assessments should determine child’s progress and inform your instructional planning
• Tests should NOT be used if they do not enhance learning
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(p. 3)
Assessment Should Involve the Child and Family
• Parents are primary sources of information
• Parents’ knowledge about their child is essential for a true understanding of the child’s development
• Self-assessment ability improves as children get older
• Older children can understand what they know and what they are able to do
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(p. 3)
Assessments Should be Fair for All Children
• Many tests are inappropriate for culturally and linguistically diverse children
• Need other strategies for assessment• Need to be alert to limitations of specific
tests• Particularly important when working
with children who are outside normal developmental ranges.
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Principles for Early Childhood Assessment
Early Childhood Assessment Consortium
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Assessments Should Bring About Benefits for Children
• Gathering accurate information about young children can be difficult and stressful.
• Formal assessments may be costly and take resources away from other programs and services.
• Must be a clear benefit in:– Direct services to the child – Improved quality of educational programs
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Assessment Should be Tailored for Specific Purpose
• To be reliable, valid, and fair, must be used only for the test’s designed purpose.
• Not necessarily valid if designed for a different purpose.
• Misuse of testing can result in abuses with young children
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Recognize that Reliability and Validity Increases with Child’s Age
• The younger the child, the more difficult it is to obtain reliable and valid assessment data.
• Difficult to assess children’s cognitive abilities accurately before age 6.
• Some types of assessment should be postponed until children are older because the are not reliable or valid.
• Some types of assessment can be used, but only with necessary safeguards.
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Assessments Should be Age-Appropriate
• Both content and the method of data collection should be age-appropriate.
• Assessments of young children should address the full range of early learning and development– physical well-being and motor development – social and emotional development– approaches toward learning – language development– cognition and general knowledge
• Children need familiar contexts in order to be able to demonstrate their abilities.
• Abstract paper-and-pencil tasks may make it especially difficult for young children to show what they know.
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Assessments Should be Linguistically-Appropriate
• To some extent all assessments are measures of language.
• Language proficiency affects performance even if the assessment is intended to measure – early reading skills, – knowledge of color names, – learning potential,
• Assessment of children with limited exposure to English in the home is necessarily a measure of their English proficiency.
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Child’s First and Second Language Development
• Each child’s first- and second-language development should be taken into account
• Must determine appropriate assessment methods in terms of language development.
• Must interpret the meaning of assessment results with first and second language in mind.
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Parents are Valued Source of Assessment Information
• Source as well as an audience for assessment results.
• Assessments should include multiple sources of evidence, especially reports from parents and teachers
• Direct measures of young children are fallible
• Assessment results should be shared with parents as part of an ongoing process
• Parents need to be informed and involved in their child’s education.
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NAEYC Indicators of Effectiveness in
AssessmentEarly Childhood Curriculum, Assessment,
and Program EvaluationBuilding an Effective, Accountable System
in Programs for Children Birth through Age 8Online Position Statement with Expanded Resources
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Ethical principles guide assessment practices.
• Ethical principles underlie all assessment practices.
• Young children are not denied opportunities or services
• Decisions are not made about children on the basis of a single assessment.
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Assessment instruments are used
for their intended purposes.• Assessments are used in ways
consistent with the purposes for which they were designed.
• If the assessments will be used for additional purposes, they are validated for those purposes.
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Assessments are appropriate for ages and other characteristics
of children being assessed.
• Assessments are designed for and validated for use with children who are similar to those children with whom the assessments will be used.– ages – cultures – home languages – socioeconomic status – abilities and disabilities– other characteristics
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Assessment instruments are in compliance with professional criteria for quality.
• Assessments are valid and reliable.• Accepted professional standards of quality
are the basis for selection, use, and interpretation of assessment instruments, including screening tools.
• Measurement standards are those set forth by – American Educational Research Association (AERA)– American Psychological Association (APA)– National Center for Measurement in Education
(NCME)
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What is assessed is developmentally and educationally
significant.• The objects of assessment include a
comprehensive, developmentally, and educationally important set of goals, rather than a narrow set of skills.
• Assessments are aligned with early learning standards, with program goals, and with specific emphases in the curriculum.
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Assessment evidence is used to understand and improve
learning.• Assessments lead to improved
knowledge about children. • This knowledge is translated into
improved curriculum implementation and teaching practices.
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Assessment helps early childhood professionals
• Understand the learning of a specific child or group of children
• Enhance overall knowledge of child development
• Improve educational programs for young children while supporting continuity across grades and settings
• Access resources and supports for children with specific needs.
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Assessment evidence is gathered from realistic settings and
situations that reflect children’s actual
performance.• Evidence used to assess young children’s characteristics and progress:– derived from real-world classroom or
family contexts – consistent with children’s culture,
language, and experiences.
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Assessments use multiple sources of evidence gathered over time.
• The assessment system: – emphasizes repeated, systematic
observation, documentation, and other forms of criterion- or performance-oriented assessment
– uses broad, varied, and complementary methods with accommodations for children with disabilities.
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Screening is always linked to follow-up.
• When a screening or other assessment identifies concerns, appropriate follow-up, referral, or other intervention is used.
• Diagnosis or labeling is never the result of a brief screening or one-time assessment.
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Use of individually administered, norm-referenced tests is limited.
• The use of formal standardized testing and norm-referenced assessments of young children is limited to situations in which such measures are appropriate and potentially beneficial,– identifying potential disabilities. – using individual norm-referenced
tests as part of program evaluation and accountability
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Staff and families are knowledgeable about assessment.
• Given resources that support staff knowledge and skills about early childhood assessment and their ability to assess children in culturally and linguistically appropriate ways.
• Preservice and inservice training builds teachers’ and administrators’ “assessment literacy,” creating a community that sees assessment as a tool to improve outcomes for children.
• Families are part of this community, with regular communication, partnership, and involvement.