1. Selecting specific assessment instruments for testing young children Marsha Weinraub, Ph.D. Family and Child Policy Collaborative Temple University CCPRC Workshop March 10, 2005 Baltimore, Maryland

2. The perfect assessment Well-suited to the goal at hand Well-suited to the goal at hand Can evaluate individual children as well as classrooms, and can be used to provide feedback and direction to teachersCan evaluate individual children as well as classrooms, and can be used to provide feedback and direction to teachers See Kelly Maxwell’s list of 5 major purposes of early childhood assessmentsSee Kelly Maxwell’s list of 5 major purposes of early childhood assessments Strong psychometrics Strong psychometrics ReliableReliable Construct and “empirical” validity (Hirsh-Pasek et al, 2005)Construct and “empirical” validity (Hirsh-Pasek et al, 2005) Ecologically valid for children from different populations and subgroupsEcologically valid for children from different populations and subgroups Easy and quick to administer (10 minutes or less) by teacher or easily trained professional Easy and quick to administer (10 minutes or less) by teacher or easily trained professional Comes in different languages and sensitive to language variants Comes in different languages and sensitive to language variants Allows for a holistic approach to child development Allows for a holistic approach to child development Identifies child or program strengths and weaknesses Identifies child or program strengths and weaknesses Can be used with children with varying physical abilities Can be used with children with varying physical abilities

3. And then there’s reality in an imperfect world

4. A New Emphasis: Process-oriented Tests Hirsh-Pasek, K, Kochanoff, A, Newcombe, N.S., and de Villiers, J. (2005). Using Scientific knowledge to inform preschool assessment: Making the case for Empirical Validity. Social Policy Report, 19, 1. These researchers introduce two important concepts in testing Product measures vs. process measures Considering a test’s “Empirical validity”

5. The Product-Process Distinction Product Measures Measures outcomes of current conditions Assesses children’s knowledge Process Measures Measures children’ progress along a developmental course Measures Children’s process, approach “Empirically valid” i.e. based on developmental research

6. Examples Product oriented measures Product oriented measures Ability to write one’s own nameAbility to write one’s own name Comparison of numbers of objectsComparison of numbers of objects Knowledge of particular vocabulary wordsKnowledge of particular vocabulary words Color and alphabet knowledgeColor and alphabet knowledge Process oriented measures Process oriented measures Ability to quickly map a word onto an object and eventAbility to quickly map a word onto an object and event Word diversity – use of quanitiers, connectors, understanding morphologyWord diversity – use of quanitiers, connectors, understanding morphology Ablity to organize words hierarchically (e.g. a kitten is a cat, is an animal)Ablity to organize words hierarchically (e.g. a kitten is a cat, is an animal) Ability to connect sentences in story linesAbility to connect sentences in story lines These skills are gateways to reading and writing, the building blocks of school readiness and success.These skills are gateways to reading and writing, the building blocks of school readiness and success.

7. Currently Available Tests Stage 1 tests: Curriculum-consistent measures Stage 1 tests: Curriculum-consistent measures Stage 2 tests: Specific early learning skills measures Stage 2 tests: Specific early learning skills measures Stage 3 tests: measures designed specifically to be administered in a disablity sensitive manner Stage 3 tests: measures designed specifically to be administered in a disablity sensitive manner Often take pace as part of a formal referral process regarding special education servicesOften take pace as part of a formal referral process regarding special education services

8. About Stage 1 Tests: Curriculum - Consistent Measures Reflect the content and values of the curriculum Reflect the content and values of the curriculum Can be observation or individually administered Can be observation or individually administered Can be completed by parents, teachers, or professionals Can be completed by parents, teachers, or professionals Can be screeners or more in depth Can be screeners or more in depth Can range from 10 to 90 minutes in length Can range from 10 to 90 minutes in length

9. Examples of Stage 1 Curriculum – Consistent Measures ASQ: Ages and Stages Questionnaire ASQ: Ages and Stages Questionnaire Battelle Developmental Inventory Battelle Developmental Inventory Early Screening inventory Early Screening inventory Bracken Basic Concepts Scales Bracken Basic Concepts Scales Kaufman Survey of Early Academic and Language skills Kaufman Survey of Early Academic and Language skills DECA: Devereaux Early Childhood Assessment Program DECA: Devereaux Early Childhood Assessment Program SSRS: Social Skills Rating System SSRS: Social Skills Rating System Vineland Social-Emotional Early Childhood Scales Vineland Social-Emotional Early Childhood Scales

10. Stage 2: Recommended Specific Early Learning Skills Measures Reading pre-academics Reading pre-academics Get Ready to ReadGet Ready to Read Test of Early Reading ability (TERA-3)Test of Early Reading ability (TERA-3) Language Language Diagnostic Evaluation of Language Variation (DELV)Diagnostic Evaluation of Language Variation (DELV) Preschool Language Scale (PLS-4) (auditory subtest)Preschool Language Scale (PLS-4) (auditory subtest) Mathematics Mathematics Test of Early Mathematics Ability TEMA-3Test of Early Mathematics Ability TEMA-3

11. Few Stage 2 Tests Measure Social and Emotional Competence Denham, S. and Burton, R. (2003) Social and emotional prevention and intervention programming for preschoolers, New York: Kluwer- Plenum. Denham, S. and Burton, R. (2003) Social and emotional prevention and intervention programming for preschoolers, New York: Kluwer- Plenum. Emotional competence skills include Emotional competence skills include Expression of experiencesExpression of experiences Emotional regulationEmotional regulation Knowledge of emotionKnowledge of emotion Social Competence Social Competence Self regulation and impulse controlSelf regulation and impulse control Sustained positive engagement with peersSustained positive engagement with peers

12. Stage 2 Recommended Social and Emotional Assessments HELP - Hawaii Early Learning Profile HELP - Hawaii Early Learning Profile Preschool Strands Preschool Strands DECA – Devereaux Early Childhood Assessment System DECA – Devereaux Early Childhood Assessment System Battelle Developmental Inventory Battelle Developmental Inventory ITSEA - Infant Toddler Social Emotional Assessment ITSEA - Infant Toddler Social Emotional Assessment Penn Interactive Preschool Play Scale Penn Interactive Preschool Play Scale

13. Social Emotional Assessments Should be integrated with the curriculum Should be integrated with the curriculum Should be Based on teacher observation with parent input Should be Based on teacher observation with parent input Should be Heavily reliant on children’s everyday activities Should be Heavily reliant on children’s everyday activities Should not be used for high stakes decisions Should not be used for high stakes decisions

14. The Future of Child Assessment A brave new world where tests can be administered faster and easierwhere tests can be administered faster and easier to children as young as preschoolto children as young as preschool to measure relevant child outcomes for high stakes testing?to measure relevant child outcomes for high stakes testing? or or A world in which we can evaluate children in context where teachers can teach to the tests in a healthy way,where teachers can teach to the tests in a healthy way, and where assessment can be used to improve children's educational experiences?and where assessment can be used to improve children's educational experiences?

15. For Additional Reference Using science to inform preschool assessment. Report of the Temple University Forum on Preschool Assessment, January 30-31, 2003. http://astro.temple.edu/~mweinrau/ Using science to inform preschool assessment. Report of the Temple University Forum on Preschool Assessment, January 30-31, 2003. http://astro.temple.edu/~mweinrau/ http://astro.temple.edu/~mweinrau/