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Early Childhood Assessment (Assessments to Use (**Ages and Stages…
Early Childhood Assessment
What is assessment?
Definition
: "Assessment is a
process
for gathering information to make decisions about young children. The process should be systematic, multidisciplinary, and based on everyday tasks of childhood. It should be comprehensive, looking at all developmental areas."
Formative
assessments are
for
learning. They happen while learning is still underway.
Summative
assessments
of
learning happen after instruction to determine if learning occurred.
Types of Standardized Tests
There are
three types
of standardized tests.
Achievement tests:
measure mastery of identified skills.
Aptitude tests:
measure potential in a certain area; measure results and predict future learning.
Intelligence tests:
measure learning potential.
Tests for infants and preschoolers to identify delays or disabilities are administered by using
concrete tasks
or activities.
Screening tests
are used to screen different developmental domains. They detect if a child might have a developmental problem.
Diagnostic tests
are used after a screening test determines the need for further evaluation.
Achievement tests
determine instructional effectiveness. There are national tests and state developed tests.
Assessments to Use
**Ages and Stages Questionnaire 3 (ASQ-3)
ASQ-3 is an
ongoing
assessment strategy to track a child's development. It is used by professional and parents.
The assessment looks at development in
five domains:
communication, gross motor, fine motor, problem solving, and personal/social.
It is used to screen and
monitor
periodically for at risk children. It quickly assesses if there is progress being made.
The assessment is 30
questions
, with six questions in each domain. Each question is answered with yes, sometimes, and not yet. Each YES = 10; each SOMETIMES = 5; each NOT YET = 0.
Developmental Profile 3 (DP-3)
DP-3 was designed to assess development from
birth-12 years
. They are scored with ranges from serious delay to above-average ability.
It is used to
screen
for developmental delays, look at parent/teacher concerns, help focus IEP's, and show child's development over time.
The assessment looks at development in
five areas
: physical, adaptive behavior, social-emotional, cognitive, and communication. The sum of all areas is called the general development score.
The person assessing uses a
checklist
. Each item is given a yes/no answer. Each YES answer = 1; each NO answer = 0.
Peabody Picture Vocabulary Test (PPVT)
PPVT measures understanding of the spoken word (in English); it assesses
vocabulary acquisition
from preschool through adult levels. This is norm-referenced.
It is available in
two parallel forms.
Each form contains 228 test items consisting of four full-color pictures as response options.
An examiner says a word and the examinee responds by selecting the picture that illustrates the words meaning.
Expressive Vocabulary Test (EVT)
EVT assesses
expressive
vocabulary
and
word
retrieval
for children and adults. This is norm-referenced.
It comes in
two parallel forms.
Each form contains 190 test items that increase in difficulty.
The examiner presents a picture and reads a stimulus question. The examinee responds with
one word
that provides a label, answers a question, or provides a synonym for a word that fits the picture.
Standardized Test Scores
There are
two
ways to score standardized tests.
Criterion-referenced tests
provide information about how the child performed on a standard/objective without comparing to others.
Criterion-referenced tests that are used with
preschoolers
include: developmental screenings, diagnostic evaluations, and instructional planning.
Developmental screenings
are used to identify disabilities and strategies for intervention,
achievement tests
describe individual performance so instruction can be planned, and
diagnostic evaluation
in content areas are used with students who demonstrate learning difficulties.
Criterion-referenced tests show how students have mastered the skill/objective and scores are given in
subcategories
.
Norm-referenced tests
provide information on how the performance of a child compares to that of a known group.
Achievement tests are norm-referenced tests that are used with
school-age
children.
Achievement tests
are used to measure and analyze individual and group performance resulting from the education program, analyze trends in achievement, and to describe the program effectiveness.
Norm-referenced tests provide results that
compare
students to others, like ranking them by percentile or along a normal curve.
There are
advantages
to using standardized tests.
Teachers can determine strengths and weaknesses in the curriculum.
Students' scores will help determine who needs additional instruction and who is ready to move forward.
Standardized tests also have other positive qualities: uniformity in administration, quantifiable scores, norm referencing, and they are valid/reliable.
Both types of results can be organized in a useful form.
Achievement can be compared over several years to determine long-term improvement or decline.
Strengths/weaknesses can be analyzed by content areas, by school, and by grade level.
Scores can be reported for an individual, a class, a grade, a school, and a district.