by Ann S. Epstein, Lawrence J. Schweinhart, Andrea DeBruin-Parecki and Kenneth B. Robin
NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH (NIEER)
Child assessment is a vital and growing component of high-quality early childhood programs. Not only is it an important tool in understanding and supporting young children’s development, it is essential to document and evaluate program effectiveness. For assessment to be widely used though, it must employ methods that are feasible, sustainable and reasonable with regards to demands on budgets, educators and children.
Equally important, it must meet the challenging demands of validity (accuracy and effectiveness) for young children. It is the balance between efficiency and validity that demands the constant attention of policy makers — and an approach grounded in a sound understanding of appropriate methodology
What We Know:
• Assessment is an ongoing process that includes collecting, synthesizing and interpreting information about pupils, the classroom and their instruction.
• Testing is one form of assessment that, appropriately applied, systematically measures skills such as literacy and numeracy.
• While it does not provide a complete picture, testing is an important tool, for both its efficiency and ability to measure prescribed bodies of knowledge.
• Alternative or “authentic” forms of assessment can be culturally sensitive and pose an alternative to testing, but they require a larger investment in establishing criteria for judging development and evaluator training.
• Child assessment has value that goes well beyond measuring progress in children – to evaluating programs, identifying staff development needs and planning future instruction.
• The younger the child, the more difficult it is to obtain valid assessments. Early development is rapid, episodic and highly influenced by experience. Performance on an assessment is affected by children’s emotional states and
the conditions of the assessment.
Policy Recommendations:
• Require that measures included in an assessment be selected by qualified professionals to ensure that they are reliable, valid and appropriate for the children being assessed.
• Develop systems of analyses so that test scores are interpreted as part of a broader assessment that may include observations, portfolios, or ratings from teachers and/or parents.
• Base policy decisions on an evaluation of data that reflects all aspects of children’s development – cognitive, emotional, social, and physical.
• Involve teachers and parents in the assessment process so that children’s behaviors and abilities can be understood in various contexts and cooperative relationships among families and school staff can be fostered.
• Provide training for early childhood teachers and administrators to understand and interpret standardized tests and other measures of learning and development. Emphasize precautions specific to the assessment of
young children.
Uses of Child Assessment
NATIONAL INSTITUTE FOR EARLY EDUCATION RESEARCH (NIEER)
Child assessment is a vital and growing component of high-quality early childhood programs. Not only is it an important tool in understanding and supporting young children’s development, it is essential to document and evaluate program effectiveness. For assessment to be widely used though, it must employ methods that are feasible, sustainable and reasonable with regards to demands on budgets, educators and children.
Equally important, it must meet the challenging demands of validity (accuracy and effectiveness) for young children. It is the balance between efficiency and validity that demands the constant attention of policy makers — and an approach grounded in a sound understanding of appropriate methodology
What We Know:
• Assessment is an ongoing process that includes collecting, synthesizing and interpreting information about pupils, the classroom and their instruction.
• Testing is one form of assessment that, appropriately applied, systematically measures skills such as literacy and numeracy.
• While it does not provide a complete picture, testing is an important tool, for both its efficiency and ability to measure prescribed bodies of knowledge.
• Alternative or “authentic” forms of assessment can be culturally sensitive and pose an alternative to testing, but they require a larger investment in establishing criteria for judging development and evaluator training.
• Child assessment has value that goes well beyond measuring progress in children – to evaluating programs, identifying staff development needs and planning future instruction.
• The younger the child, the more difficult it is to obtain valid assessments. Early development is rapid, episodic and highly influenced by experience. Performance on an assessment is affected by children’s emotional states and
the conditions of the assessment.
Policy Recommendations:
• Require that measures included in an assessment be selected by qualified professionals to ensure that they are reliable, valid and appropriate for the children being assessed.
• Develop systems of analyses so that test scores are interpreted as part of a broader assessment that may include observations, portfolios, or ratings from teachers and/or parents.
• Base policy decisions on an evaluation of data that reflects all aspects of children’s development – cognitive, emotional, social, and physical.
• Involve teachers and parents in the assessment process so that children’s behaviors and abilities can be understood in various contexts and cooperative relationships among families and school staff can be fostered.
• Provide training for early childhood teachers and administrators to understand and interpret standardized tests and other measures of learning and development. Emphasize precautions specific to the assessment of
young children.
Uses of Child Assessment
- Identify children who may be in need of specialized services.
- Plan instruction for individuals and groups of children.
- Identify program improvement and staff development needs.
- Evaluate how well a program is meeting goals for children.
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| Standardized Testing for a 6-year-old |
- Standardized Testing
- Informal Assessment Methods
- Observations
- Portfolios
- Teacher Ratings
- Parent Ratings
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