A SSESSMENT Sophie Hubbell, MAT Kent State University October 2009

D EFINITION Assessment is the process of collecting information, ideally from multiple sources and means, for making informed decisions for individuals, families, and programs. (Sandall, Hemmeter, Smith, & McLean, 2005, p. 62)

C URRICULUM F RAMEWORK - Q UALITY A SSESSMENT F EATURES Authentic Comprehensive Child’s Interests and Preferences Family Priorities and Concerns

A UTHENTIC Familiar People Familiar Places Familiar Objects Familiar Activities

C OMPREHENSIVE Developmental Domains Cognitive, physical, social/emotional, language Content Areas Literacy, Math, Science Items are designed to allow children with disabilities or atypical patterns of development to demonstrate the foundational skill being assessed.

I NTERESTS AND PREFERENCES Collecting information about children’s interests and preferences is useful for designing appropriate instructional activities that are likely to engage children and therefore lead to more successful learning experiences. Information about children's interests and preferences can be collected informally through observation, or formally through family and caregiver interviews or questionnaires.

F AMILY PRIORITIES AND CONCERNS Cultural values Independence Eye contact Family Resources Social support system Financial Systematic ways to collect information from families. Family Routine Interviewing

R EACH FOR THE S TARS (Grisham-Brown & Haynes,1999)

LINK E ARLY C HILDHOOD A SSESSMENT S TANDARDS Acceptability Authenticity Collaboration Evidence Multi-factors Sensitivity Universality Utility (Bagnato, Neisworth, & Pretti-Frontczak, 2009)

A CCEPTABILITY Does the fact that a child can or can’t demonstrate a specific skill matter to anyone? Example Assists in dressing as a toddler goal

A UTHENTICITY If you’re not sure what authenticity means, go back to slide 3 to revisit the topic. Otherwise, stop and consider why is this item is included in sets of quality assessment indicators.

C OLLABORATION Intervention Specialist Parents School Psychologist Occupational Therapist Speech Therapist Physical Therapist Assessment Team

E VIDENCE Vocabulary Reliability Validity Norm-Referenced Standardized Types of Evidence Refereed journal articles Technical reports Unpublished manuscripts Dissertations

M ULTI - FACTORS ParentsTeacher Multi- factored Assessment Settings Occasions Methods Sources Home AM Outdoor Play PM Snack Time Direct Observation Structured Interview School

S ENSITIVITY Example from AEPS Infant Toddler Child Observation Data Recording Form Gross Motor, Strand C Goal 1: Walks avoiding obstacles 1.1 Walks without support 1.2 Walk with one hand held 1.3 Walk with two hand s held 1.4 Stands unsupported 1.5 Cruises (Bricker, 2002)

U NIVERSALITY Example from AEPS Infant Toddler Child Observation Data Recording Form Gross Motor, Strand C Goal 1: Walks avoiding obstacles Relevant scoring options 2- Consistently meets criterion 1- Inconsistently meets criterion 0- Does not meet criterion M- Modification Q- Quality(Bricker, 2002)

U TILITY Assessment ItemCurricular Item (Larson, N. et al., 2003)

R EFERENCES Bagnato, S.J., Neisworth J.T., Pretti-Frontczak, K. (in press). LINKing authentic assessment and early childhood intervention: Best measures for best practices. (4th Edition). Baltimore, MD: Paul Brookes. Bricker, D. (Series Ed.) (2002). Assessment, Evaluation, and Programming System for Infants and Children (2 nd ed.). Baltimore: Paul H. Brookes Publishing. Grisham-Brown, J., & Haynes, D.G. (1999). Reach for the stars: A transition process for families of young children. Louisville, KY: American Printing House for the Blind. Larson, N., Herwig, J., Wollenburg, K., Olsen, E., Bowe, W., Chvojicek, R., Copa, A. (2003) New Portage Guide Preschooler. Portage, WI: Portage Project, Cooperative Educational Service Agency 5. Sandall, S., Hemmeter, M.L., Smith, B., & McLean, M. (2005). DEC recommended practices in early intervention/early childhood special education (2nd edition). Longmont, CO: Sopris West.