1. Authentic Assessment in Early Intervention
In lesson 4 we will briefly review what has been learned in this module and provide activities as you work to develop or refine your skills.
Lesson 4 – Putting It All Together

2. Lesson 1 – What is Authentic Assessment?
Two Core Activities
Objective Observation
Gathering Information
In Lesson 1 we focused on the two core activities of authentic assessment: objective observation and gathering information.

3. Lesson 2 – Understanding Why
Identify Functional Abilities
Write Functional IFSP Outcomes
Implement Quality Early Intervention
In Lesson 2, we examined how authentic assessment helps teams understand a child’s functional abilities, determine functional IFSP outcomes, based upon family priorities, and inform the identification of intervention strategies and implementation.

4. Lesson 3 – Who, When, Where, & Within
Intake/First Contacts
Evaluation/
Assessment/
Eligibility
IFSP Development
Services Implementation
Progress Monitoring
Lesson 3 – Who, When, Where, & Within
Authentic Assessment Within the Early Intervention Process
In Lesson 3 we explored who participates in authentic assessment, when it can be done, where it may happen, and within what early intervention processes it can occur during a family’s journey through early intervention.

5. Reflection – Learner’s Guide
To learn about a child’s functional strengths and needs
To learn about a child’s functioning in specific routines/activities
To gather information to assist the team with eligibility determination
To learn about a family’s concerns and priorities
To learn about a child’s progress
To problem-solve ways to help a child
Based on all this information you’ve learned on authentic assessment, think about your work every day with children and families. Have you used, or how could you use, authentic assessment during any of these activities?

6. Please share your reflection.
Take a moment to respond in your Learner’s Guide and when you are finished share your reflection in the space provided and then click submit.
Submit
Clear

7. Are you already using authentic assessment
Are you already using authentic assessment? Are there additional times during the early intervention process when you could use authentic assessment?
There are numerous ways authentic assessment can be used as you partner and support children and families participating in the early intervention system. Perhaps this activity has helped bring some awareness to just how often you use it already. Or, maybe you are now considering additional steps in the EI process where authentic assessment could be used.
Picture source: Shutterstock

8. Tools Checklists Rating scales Parent Videos Learner’s Guide
There are many tools that can be used to support authentic assessment including checklists, rating scales or videos. What tools do you use to expand information gathered and observed? How can family videos provide additional information as you review, reflect and consider actions within the EI Process?
Use the space provided in your Learner’s Guide to reflect on the tools you use. When finished with this lesson you may choose to talk with a peer or supervisor to see what tools they use and/or what suggestions they might have for you as you develop or refine your skills.
Picture source: Shutterstock
Learner’s Guide

9. Now It’s Your Turn Hi! I’m Vladi!
Let’s take a look at how a family video might be used to help collect information from a family or caregiver.
Remember Vladi from a previous lesson? Vladi is now 10 months old and his mother shared a 20 second video clip. She’d like to know what else she can do to encourage him so he may sit up and play on his own.
The video clip you are about to watch is just one piece of information that can be used to contribute to the authentic assessment that may occur within early intervention.
Hi! I’m Vladi!

10. As you watch this video, use the space provided in your Learner’s Guide to record your objective observations, Vladi’s functional abilities, questions you might ask for review and next steps.
When you are ready, click on the link to view the video which will open in a new window. When finished, please return the presentation and press play.
Click on the link to view the video which will open in a new window. When finished, please return the presentation and press play.
Learner’s Guide

11. Please share your reflection.
Please use the space provided to submit a brief summary of your reflection.
Click submit when finished.
Learner’s Guide
Submit
Clear

12. What did you notice about Vladi’s functional abilities?
While on his tummy he…
He used his forearms to…
He pushed until he was…
He wobbled but …
His mom said…
Thank you for sharing.
Perhaps your reflection included Vladi’s functional abilities during this activity. Did you notice that when Vladi was on his tummy he pushed up on his extended arms and moved his trunk up off the floor. He dropped down on his side using his forearms to push himself into a sitting position. He continued to push until he was more upright. He wobbled but did not fall over. His mom said, “He did it. He sat up by himself – yeah my baby!”
Picture source: Shutterstock

13. Did you consider…
When will the family practice this activity with Vladi?
How long will he sit on his own?
This short video clip gave you some good information but you may have some follow up questions. Did you consider any of these questions:
How long will he sit up on his own?
What time (or times of day) and in which family routines do you like to practice this activity with Vladi?
What seems to motivate him the most?
How do Vladi’s siblings engage and support him in this activity?
How do Vladi’s siblings support him in this activity?
What seems to motivate him the most?

14. Within which step of the early intervention process did this video occur?
Intake/First Contacts
Evaluation/
Assessment/
Eligibility
IFSP Development
Services Implementation
Progress Monitoring
So within which step of the early intervention process do you think this might have occurred?
It is essential for early interventionists to recognize these opportunities arise naturally and frequently. In fact, authentic assessment strengthens the family professional partnership within every step of the EI process.

15. Family Providers Celebrate Success
Vladi’s example illustrates how a family can share something they see their child doing. The family and their team members consider activities and routines to continue to support the child’s development. Most importantly, together they will celebrate successes and milestones.
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16. DEC Recommended Practices Checklists and Practice Guides
Authentic Child Assessment Practices (A#3)
Engaging Families as Partners in their Child’s Assessment (A#2)
Families are Full Team Members (TC#1)
Practitioner Practice Guides:
Engaging Families as Assessment Partners
Parent Practice Guides:
Assessment- Seeing my Child’s Strengths
Family Members Communicating with Teams
Upon completion of this module we encourage you to take your learning one step further by exploring additional resources on this topic. This includes checklists to reflect on your individual practices, a practice guide to help you engage, empower and partner with families and tools to share with parents and caregivers.
When you are finished, find a peer, supervisor, or another team member to reflect on what was learned and how it could be applied in your practice.

17. Pause & Reflect Learner’s Guide Activity
Bronfenbrenner notes that assessment should NOT be:
"...the science of strange behavior of children in strange situations with strange adults for the briefest possible periods of time."
As we conclude this module, take a moment to consider the quote onscreen.
How will you use your newly gained information on authentic assessment? Use the space provided in your Learner’s Guide to document two changes in your practice you would like to make regarding authentic assessment.
Source: Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature and Design Cambridge, MA. Harvard University Press. P. 19
Learner’s Guide

18. To the organizations who supported content developers & narrator:
Special Thanks
As this module concludes we’d like to give special thanks to the organizations and individuals who helped make this online learning experience possible.
To the volunteers:
Lynda Pletcher/Consultant/Content Developer
Kristie Pretti-Frontzack/B2K Solutions, LTD./Reviewer
Lisa Terry/Partnership for People with Disabilities at VCU/Reviewer
Jodi Whiteman/Zero To Three/Reviewer

19. Congratulations! You have now completed the online module entitled, “Authentic Assessment in Early Intervention.”
We’d love to gather some information from you about this learning experience. Please click the link on screen to complete a short survey which will open in a new window.
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