Assessment in Early Childhood Intervention The Authentic Assessment Alternative...
Transcript of Assessment in Early Childhood Intervention The Authentic Assessment Alternative...
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Assessment in Early Childhood Intervention
The Authentic Assessment Alternative
The 4th Annual Educational Psychological Forum
22 - 23 November 2011
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“Misrepresenting children through
mismeasuring them denies children their
rights to beneficial expectations and
opportunities”
(Neisworth & Bagnato, 2004, p.19).
Authentic Assessment Definition
“Authentic Assessment refers to the
systematic recording of developmental
observations over time about the
naturally occurring behaviours and
competencies of young children in daily
routines by familiar and knowledgeable
caregivers in the child’s life”
(Bagnato & Yeh Ho, 2006 p. 29)
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What are the advantages of the
Authentic Assessment model?
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Conventional testing
Authentic Assessment
Low treatment validity
Directly informs intervention
What are the advantages of the
Authentic Assessment model?
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Conventional testing
Authentic Assessment
Scripted standardised procedures
to sample skills and behaviours
(to preserve reliability and validity
of normative measures)
Naturally occurring behaviour
What are the advantages of the
Authentic Assessment model?
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Conventional testing
Authentic Assessment
Norms?
•Consistent with Principles of EI,
Specialist Service Standards,
and Te Whāriki
•Evidence based
What are the advantages of the
Authentic Assessment model?
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Conventional testing
Authentic Assessment
Need to be administered by
appropriately qualified
professional
Encourages collaboration
between members of the team
around the child and whānau
? ?
Level 1
Level 2
Level 3
Conversations and interviews
Gathering information from:
parents, educators, child, other professionals
Semi Structured methods
The use of frameworks and models
Observation
Criterion referenced assessment tools
Curriculum based assessment tools
Structured/Formal Tools
Manualised tests
Standardised tests
Analysis
Assessment questions
Implementing Authentic Assessment
– keeping it R-E-A-L
Macy & Bagnato 2010
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Roles
Plan assessment together (perhaps with
an “orchestrator”)
Familiar adults and caregivers gather
information over time (multiple viewpoints
are valued)
Information used to collaboratively
develop learning goals and plan
intervention
Equipment
Use familiar materials where possible
Assessment tools, such as structured
interview schedules, checklists, or
rating scales may be used
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Assessment
Systematic observation and record
keeping
Natural or facilitated (sometimes need
to set up activities)
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Location
Natural settings wherever possible
Focus on functional skills –
behaviours useful for meeting
challenges of daily life
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References
Bagnato, S.J., & Yeh Ho, H. (2006). High-stakes testing with preschool
children: Violation of professional standards for evidence-based practice in
early childhood intervention. KEDI Journal of Educational Policy, 3(1), 23-
43.
Macy, M., & Bagnato, S.J. (2010). Keeping it “R-E-A-L” with Authentic
Assessment NHSA Dialog: A Research-to-Practice Journal for the Early
Intervention Field, 13 (1), 1-20.
Neisworth, J. T., & Bagnato, S. J. (2004). The mismeasure of young children:
the authentic assessment alternative. Infants and Young Children, 17
(3),198-212.
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