Journal
TOPICS IN EARLY CHILDHOOD SPECIAL EDUCATION
Volume 34, Issue 2, Pages 116-127Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0271121414523652
Keywords
authentic assessment; early care and education; early childhood intervention; developmentally appropriate; assessment for developmental disabilities; early childhood special education
Categories
Ask authors/readers for more resources
The early childhood professionals recognize the limitations of conventional testing with young children. This recognition has given rise to Authentic Assessment, now recognized officially as best practice by the major professional organizations. However, no national studies have been conducted to document the comparative qualities of either authentic or conventional approaches-according to meaningful external standards. Based on a national Internet survey of professionals, we report details of a social validity study of common measurement methods on eight operationally defined standards for developmentally appropriate assessment linked to professionally sanctioned practice standards and indicators. Approximately 1,500 professional responses reveal higher quality appraisals for authentic assessment over conventional testing methods for early childhood intervention purposes. Based on these results, we offer recommendations to advance valid, sensible, and contextually appropriate assessment for early childhood intervention.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available