Introduction to Early Childhood Assessmentdownloads.pearsonclinical.com/videos/EC_Intro_to_EC_Assessment… · A systematic process for measuring student achievement. ... rote counting,

Introduction to Introduction to Early Childhood AssessmentEarly Childhood Assessment

Gloria Maccow, Ph.D.Assessment Training Consultant

2 | Copyright © 2013. All rights reserved.

ObjectivesDescribe assessments for use in classroom instruction to

• document a child’s relative knowledge of specific skills, information, and accomplishments;

• identify children who may be at risk for school failure; and

• confirm the presence of a disability.

Different Types of Assessment Different Types of Assessment Are Used toAre Used to

Answer Different QuestionsAnswer Different Questions


What is Assessment?. . . A systematic process for measuring student achievement.

Identify learning goals and objectives.Identify learning goals and objectives.

Use assessment data to determine the extent to which children have attained the learning goals.

Use assessment data to determine the extent to which children have attained the learning goals.

(Linn & Gronlund, 1995)


Principles of Assessment

Specify what will be assessed.Specify what will be assessed.

Select assessment procedure that is most effective for measuring the

content to be assessed.

Select assessment procedure that is most effective for measuring the

content to be assessed.

Use a variety of procedures.Use a variety of procedures.

(Linn & Gronlund, 1995)


Types of AssessmentsType of Assessment QuestionAchievement Tests

- norm-referenced- performance-based

What are child’s previous accomplishments?

Readiness TestsWhat is child’s relative knowledge of specific skills and information?

Developmental Screening Is the child at risk for school failure?

DiagnosisDoes the child have a disability? What are the causes for persistent learning difficulties?

Assessing Previous AccomplishmentsAssessing Previous Accomplishments

Does the child exhibit the skills Does the child exhibit the skills that are foundational to success?that are foundational to success?

What is the content to be assessed?What is the content to be assessed?


Essential Foundational Skills

Success in Kindergarten requires– Social-emotional competencies,– Behavioral competencies,– Pre-academic skills.


Self-Regulation• The internal mechanism that enables mindful,

intentional, and thoughtful behaviors.

• Self-regulation involves:

– the ability to control one’s impulses and to stopstop doing something.

– the capacity to dodo something (e.g., awaiting one’s turn).

(Bodrova & Leong, 2008)Cat


Pre-Academic SkillsPre-literacy:

– vocabulary size, – complexity of spoken language, – understanding of language concepts, – familiarity with alphabet and books,– recognizing and naming letters.


Language and Literacy

early development of reading depends critically on whether the receptive phonological component of the aural system and the expressive phonological component of the oral system are developing in an age- appropriate manner (Berninger, V., 2007).

Language Literacy


Pre-Academic Skills

Children are ready to read when they can‒

hear the way words sound,

‒

identify rhyme and alliteration,

‒

blend sounds,

‒

recognize onset and rime,

‒

identify sound units in words.

Phonological Awareness


Vocabulary = Critical to Reading

Children learn word meanings through conversations with other people.

– They often hear adults repeat words and use new and interesting words.

– The more words they hear, the more word meanings they learn.

(National Reading Panel Report, 2000)


Importance of Oral LanguageIf children have been offered fewer opportunities to hold conversation they may:

– have limitations in the grammar they control– have difficulties with comprehending oral and

written language– have limited control of some of the most

common sentence structures used in storybook English

– be unable to anticipate what may happen next in sentences

(Gentile, 2003)


Pre-Academic SkillsPre-numeracy

– rote counting, – number recognition (1-5 then 6-9),– count to 10 with one-to-one

correspondence,– basic concepts (sizes, comparisons,

shapes).


Examples of Achievement TestsTool Grade/Age Areas Assessed

AIMSweb Test of Early Literacy K - 1st gr.

Letter Naming Fluency, Letter Sound Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency

AIMSweb Test of Early Numeracy K - 1st gr. Oral Counting, Missing Number, Number

Identification, Quantity Discrimination

Kaufman Survey of Early Academic and Language Skills (K-SEALS)

3:0–6:11 yrs. Expressive, Receptive, Number, Letter & Word

Kaufman Test of Educational Achievement-Second Edition 4:6–25 yrs. Reading, Mathematics, Written Language, Oral

Language

Wechsler Individual Achievement Test-Third Edition

4:0–50:11 yrs. Reading, Mathematics, Written Language, Listening Comprehension, Oral Expression

The Work Sampling System Pre-Grade 3

Personal & Social Development, Language & Literacy, Mathematical Thinking, Scientific Thinking, Social Studies, The Arts, Physical Development and Health


The Work Sampling SystemPerformance based achievement test

Domains – Personal and Social Development– Language and Literacy – Mathematical Thinking– Scientific Thinking– Social Studies– The Arts– Physical Development, Health and Safety


Checklist Ratings


Kindergarten Checklist


Letter-Naming Fluency

(AIMSweb)

Assessing Readiness SkillsAssessing Readiness Skills


Kindergarten Readiness

(Klein & Knitzer, 2007)


Examples of Readiness TestsTool Grade/Age Areas Assessed

Boehm-3 Preschool 3:0‒5:11 yrs. Basic Concepts.

Boehm-3 K‒Grade 2 Basic Concepts.

Bracken School Readiness Assessment-III

3:0‒6:11 yrs.Early Academic Concepts (colors, letters, numbers/counting, sizes/comparisons, shapes).

Metropolitan School Readiness Test-6th Edition: Level I

PreK‒beg K Literacy Development.

Metropolitan School Readiness Test-6th

Edition: Level II

Mid, end K‒beg Gr 1

Beginning reading and mathematics development.


School Readiness

Is the child at risk for Is the child at risk for school failure?school failure?


Examples of Developmental Screening Tests

Tool Grade/Age Areas AssessedBehavioral and Emotional Screening System (BASC-2 BESS)

PreK‒grade 12Behavioral and emotional strengths and weaknesses

CELF-5 Screening Test 5:0‒21:11 yrs.Morphology, syntax, semantics, pragmatics

Developmental Indicators for the Assessment of Learning-Fourth Edition (DIAL-4)

3:0‒6:11 yrs.Motor, Language, Concepts, Self-Help, Social

Early Screening Inventory- Revised (ESI-R)

3:0‒5:11 yrs.Visual Motor/Adaptive, Language & Cognition, Gross Motor


DIAL-4 Quick FactsScreens in five areas in both the English and Spanish versions

– Motor – Concepts– Language

– Self-Help Development– Social–Emotional

Development

Performance-based measures

Ratings based on teacher/caregiver observation


Approaches to Learning

What are the Causes for What are the Causes for Persistent Learning Difficulties?Persistent Learning Difficulties?

Does the Child Have a Disability?Does the Child Have a Disability?


Examples of Tests for Classification and Diagnosis

Cognitive Domain Grade/Age Areas Assessed

Differential Ability Scales- Second Edition

2:6‒

7:11 yrs.

Verbal Reasoning, Nonverbal Reasoning, Spatial Reasoning, School Readiness, Working Memory, Processing Speed, Special Nonverbal Composite

Kaufman Assessment Battery for Children-Second Edition

3:0‒18:0 yrs.Sequential, Simultaneous, Planning, Learning, Knowledge

Wechsler Preschool and Primary Scale of Intelligence-Fourth Edition

2:6‒7:7 yrs.

Full Scale IQ, Verbal Comprehension, Visual- Spatial, Fluid Reasoning, Working Memory, Processing Speed



Language Domain Grade/Age Areas Assessed

Clinical evaluation of Language Fundamentals-Fifth Edition

5:0‒21:11 years

Core Lge, Receptive Lge, Expressive Lge, Lge Content, Lge Structure, Lge Memory

Preschool Language Scale- Fifth Edition

Birth‒7:11 years

Total Language, Auditory Comprehension, Expressive Communication

Expressive Vocabulary Test- Second Edition (EVT-2)

2:6‒90:0+ years Expressive Vocabulary

Peabody Picture Vocabulary Test-Fourth Edition (PPVT-4)

2:6‒90:0+ years Receptive Vocabulary


CELF-5: Record Form (Ages 5-8)


PLS-5

70 67 67

xx x



Tool Grade/Age Areas Assessed

Bruininks-Oseretsky Test of Motor Proficiency-Second Edition (BOT-2)

4:0‒21:0 yrs.

Fine Motor Precision, Fine Motor Integration, Manual Dexterity, Bilateral Coordination, Balance, Running speed, Upper-Limb Coordination

Vineland Adaptive Behavior Scales-Second Edition (Vineland-II)

Birth‒90:0 yrs.Communication, Daily Living Skills, Socialization, Motor, Maladaptive Behavior

Developing a Developing a Comprehensive Assessment Comprehensive Assessment

Program Program


Selecting AssessmentsTool Question

The Work Sampling System What are child’s previous accomplishments?

Bracken School Readiness Assessment-III

What is child’s relative knowledge of specific skills and information?

DIAL-4 Is the child at risk for school failure?

DAS-II; WIAT-III; Vineland-IIDoes the child have a disability? What are the causes for persistent learning difficulties?


ReferencesBerninger, V. (2007). Process Assessment of the

Learner-Second Edition. Minneapolis, MN: Pearson.Bodrova, E., and Leong, D. J. March 2008. How

to develop self-regulation in Kindergarten. Beyond the Journal: Young Children on the Web.

Gentile, L. (2011). The Oral Language Acquisition Inventory-Second Edition. Minneapolis, MN: Pearson.

Gentile, L. (2003). The Oral Language Acquisition Inventory & The Oracy Instructional Guide. Minneapolis, MN: Pearson.


ReferencesKlein, L., & Knitzer, J. (2007). Promoting

effective early learning: What every policymaker and educator should know. New York, NY: National Center for Children in Poverty, Columbia University.

Linn, R. L., & Gronlund, N. E. (1995). Measurement and assessment in teaching. Englewood Cliffs, NJ: Merrill.

National Institute for Literacy. Put Reading First. June, 2003. US Department of Education.

www.psychcorp.com

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Introduction to Early Childhood Assessmentdownloads.pearsonclinical.com/videos/EC_Intro_to_EC_Assessment… · A systematic process for measuring student achievement. ... rote counting,