Comparing Apples and Oranges: The Mismeasurement of Young Children through the Mismatch of Assessment Purpose and the Interpretation of Results

Autor/inn/en	Hallam, Rena A.; Lyons, Ashley N.; Pretti-Frontczak, Kristie; Grisham-Brown, Jennifer
Titel	Comparing Apples and Oranges: The Mismeasurement of Young Children through the Mismatch of Assessment Purpose and the Interpretation of Results
Quelle	In: Topics in Early Childhood Special Education, 34 (2014) 2, S.106-115 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121414524283
Schlagwörter	Early Childhood Education; Special Education; Child Development; Measures (Individuals); Comparative Analysis; Measurement; Test Interpretation; Norm Referenced Tests; Criterion Referenced Tests; Preschool Children; Developmental Delays; Disability Identification; Battelle Developmental Inventory + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Special needs education; Sonderpädagogik; Sonderschulwesen; Kindesentwicklung; Messdaten; Messverfahren; Test analysis; Testauswertung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Entwicklungsverzögerung
Abstract	The assessment of young children in early childhood special education is a central area of educational practice. The results of child assessments often have significant implications for young children, their families, and the programs that serve them, including eligibility for special education services, instructional planning, and documentation of child outcomes. The array of early childhood assessment types and purposes can be challenging to disentangle at the practitioner and policy level. At this time, different types of assessment tools (e.g., norm-referenced and criterion-referenced) are being used to document the development and learning of children and little attention has been paid to the parallel information produced from different assessment types. The purpose of this study is to compare the assessment results from two types of developmental instruments commonly used ("Assessment, Evaluation, and Programming System Second Edition" [AEPS 2nd ed.] and "Battelle Developmental Inventory II" [BDI-2]) to determine their congruence in determining a child's developmental status (e.g., "on track" or delayed). Results indicate substantive difference between the two measures highlighting the potential for mismeasurement and misinterpretation of child assessment data. Implications for policy and practice are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10