1. Module 6: Using Tests for Assessment

2. Tests are important components to any comprehensive assessment system. Teachers, service providers, and specialists use tests to collect information on children to make program and curricular decisions so that the development and learning needs of children are met, as well as to determine special needs of identified children. Module 6 primarily focuses on the use of tests as part of an assessment plan. Performance-based assessment is also addressed, as means for comparison to more curriculum- based assessments. By the conclusion of Module 6, you will have a clearer understanding of how to identify and select assessment tools based, on the purpose of the assessment being conducted. Reading for Module 6: Chapter 5 – Testing: Choosing the Right Measure.

3. Tests and Assessment Systems Tests are tools or instruments used to measure skills, knowledge, aptitudes and development. As part of a comprehensive assessment plan, tests provide: Objectivity Controlled conditions to elicit behavior; Sample of children’s performance; Performance gains relative to specific goals or standards; Potential to access the “unseen;” Predictions for future behavior; Continuous availability of data for decisions; Commonalities among students; Feedback to stakeholders.

4. Advantage of Tests Tests provide objective and efficient means to access information about children’s progress. When selecting a test, you should check to make sure the stated purpose of the test aligns with your goals.

5. Standardized Tests Standardized tests are “standardized” because of: Test administration ScoringInterpretation

6. Influences on Test Results Test Results can be influenced by two types of “leniency errors:” coaching and/or assisting children beyond what is permitted by instructions for administering the test. giving children a break on scoring because they appear to know the answer. These type of liberties interfere with the “standardization” of the test and results are no longer comparable across children.

7. Use of Test Scores Standardized tests are best when they are a part of an assessment system or plan that has multiple measures of assessment. Test scores should supplement information known about children. Children should have multiple avenues to demonstrate learning. Assessment information should be used primarily to improve instruction and address children’s learning needs.

8. Use of Test Scores Tests used for accountability must be fair, appropriate and developed for the context in which they are used. Teachers should conduct a contextual review of tests to ensure balance between the test and children who will be taking it. Standardized test Standardized test Child’s cultural, social, emotional, personal context Schools Context

9. Purposes of Tests Test are increasingly being used in early childhood education. Tests may be: Comprehensive covering all developmental domains Limited focused on specific developmental domains Norm-basedcomparing children with similar characteristics to each other Criterion-basedfocus on child’s performance along identified standards

10. Purposes of Tests State and federal bodies generally set accountability testing requirements. For example NCLB requires schools/districts to provide math and reading achievement information for third graders. Accountability Reporting Screening test are used to determine developmental delays or other areas in need of intervention. They should be play-based for babies, toddlers, and preschoolers. At the primary level they may be informal assessments in reading and mathematics conducted by teachers. Screening Diagnostic tests provide information about children’s abilities and disabilities. Information from these tests contribute to developmental diagnosis and identification of disabilities. Some diagnostic tests are useful for planning instruction. Diagnosis Tests provide information tied to curriculum goals and individual educational planning. Educational Planning There are four main purposes for using tests :

11. Selecting Tests There are three major considerations when selecting a test. Test Evaluation Guidelines in Appendix D provides a complete format for evaluating particular instruments. The characteristics of the children to whom the test will be administered The purpose for giving the test The relevance of the test to purpose for giving the test

12. Screening Tests Screening tests are used to identify children who will need special services. These tests may indicate the need for further diagnosis. Vision and speech screening for example identify children with visual or speech impairments. Child-find is a screening designed to determine children’s educational readiness.

13. Child-Find Screening The primary purpose of child-find screening is to is identify children who may need special intervention. A child-find screening may follow a process such as the one below. Screen 200 3 and 4 year old children Screen 200 3 and 4 year old children 175 passed screening 10 fit the “watch” category 10 fit the “at risk” category Referrals are made to the appropriate service, based on child’s need Results are discussed with parents along with options for next steps Parents are notified that the child can be screened again or seek diagnostic assistance Review of results to determine if low performance is in one area or across all areas Parents are notified of children’s readiness for learning

14. Reading Comprehension Inventory Inventories are tests to assess ability in specific areas. A reading comprehension inventory identifies children in need of additional support given by reading specialist or supplementary support through a reading tutorial. A reading comprehension inventory could also indicate the need for a change in curriculum, if substantial numbers of children perform poorly on the inventory. Example of a reading inventory – Fountas and Pinnell Benchmark Assessment System

15. Diagnostic Tests Diagnostic tests: Identify areas of strengths and weaknesses; Suggest the nature and cause of identified problems; Suggest possible remediation strategies. Diagnostic tests are able to assess students in the areas of cognition, language, vision, etc. Diagnostic test can lead to interventions that require a team that includes teachers and other specialist, in order to ensure that a child’s needs are met.

16. Multidisciplinary Teams Multidisciplinary teams consist of parents, teachers and specialist who come to gather to make a plan to serve the needs of a child and family, after a diagnostic evaluation and others assessments (e.g., regular screening, observation) indicate the need for intervention. Teachers role: Informed observer before diagnostic assessment Follow specialist’s recommendations for individualized service to child and family

17. Diagnostic Curricular Tests Diagnostic curricular tests are diagnostic tests that are subject specific. Teachers use diagnostic curricular tests as a supplement to observations. Information may lead to a change in approach to teaching or care. Examples Diagnostic Assessment of Reading (DAR) (Assesses areas such as print awareness, phonological awareness, word analysis, word recognition, etc.) Infant-Toddler Child Observation Record (COR) (Assesses social skills for birth to age 2)

18. Curriculum-based Assessment Curriculum-based assessments reflect curriculum standards that have broken down content into measurable components. Curriculum-based assessments are criterion-referenced tests in that they determine what students should know and be able to do along identified criteria. Examples Brigance Comprehensive Inventory of Basic Skills-Revised (Assess basic reading, writing, listening and mathematics skills) Assessment, Evaluation, and Programming System (AEPS©) for Infants an Children, Third Edition) (Assesses six key developmental areas in young children- fine motor gross motor, cognitive, adaptive, social-communication, and social)

19. Curriculum-based Assessment Curriculum-based assessments have two key features: Measurement methods are standardized; Test methods and content remain consistent over a relatively stable period of time. Curriculum based assessment can be used to track achievement along a continuum of developmentally sequenced learning objectives (sometimes called learner outcomes) based on a specific curriculum. Curriculum-based Assessment

20. Curriculum-based assessment allows for a “backward design process” (backward because if differs from previous ways of linking curriculum, instruction, and assessment which traditionally started with instruction). Backward design process: Stage 1: Identify desired results or learning outcomes (what children will know and be able to do); Stage 2: Determine acceptable evidence or assessments (tests, performance tasks); Stage 3: Plan learning experiences and instruction.

21. Performance Assessment Performance assessment and curriculum-based assessment differ in that curriculum-based assessment relies on a behaviorist perspective which focuses on observable and measurable behaviors. Performance assessment (sometimes referred to as authentic assessment) is grounded in an constructivist perspective where less objective multiple assessments are used to determine how children construct knowledge. Assessment Curriculum-based Primarily relies on objective tests Curriculum-based Primarily relies on objective tests Performance-based Relies on less objective measures (e.g., portfolio, demonstrations, projects) Performance-based Relies on less objective measures (e.g., portfolio, demonstrations, projects)

22. Portfolios A portfolio is a collection of work samples collected throughout the year. Artifacts document a child’s progress. Some programs use electronic portfolios. Portfolios are tied to curriculum standards, which are explicit statements of what children should know and be able to do and rubrics which provide scoring criteria for performance tasks.

23. Rubrics Rubrics operationalize definitions for performance so that both children and portfolio evaluators have the same understandings of expected performances. Rubrics should: Use explicit language; Identify the process for completion of a task; Describe what the final product or performance will look like. Rubrics routinely describe differences in quality by describing what each level of the performance will look like. For example, descriptions for excellent performance on a project will differ from that of poor performance on the project.

24. Evaluating Performance Performance-based assessment often calls for more than one evaluator. Inter-rater reliability must be established when there are multiple raters or evaluators. There should be agreement between multiple raters of the same task. Inter –rater reliability is enhanced when there are shared understandings of expected performances listed on the rubric.

25. What Next?  Review Section VI of the Early Childhood Assessment Study Guide. Can you explain each of the concepts and terms listed?  Reflect on the use of curriculum-based and performance-based assessments. Develop a list of circumstances for a group of children where you would prefer using one approach over the other. Are there circumstances where you could use both—in a sequential manner as part of a comprehensive assessment plan?  Connect with a teacher in an early learning setting who has administered a test to his/her class. Use the set of questions listed under Test Evaluation Guidelines (Appendix D) as interview questions for the teacher, based on their experience with the test. Write a brief summary of your perception of the usefulness of the test, based on the interview.  Connect with a teacher in an early learning setting. What types of performance assessments are being used? Discuss with the teacher the pros and cons of using performance assessments and tests for early learners.