The Importance of Authentic Assessments in Eligibility Determination for Infants and Toddlers

Autor/in	de Sam Lazaro, Stephanie Lynn
Titel	The Importance of Authentic Assessments in Eligibility Determination for Infants and Toddlers
Quelle	In: Journal of Early Intervention, 39 (2017) 2, S.88-105 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8151
DOI	10.1177/1053815116689061
Schlagwörter	Pilot Projects; Evaluation Methods; Performance Based Assessment; Eligibility; Early Intervention; Disabilities; Educational Legislation; Equal Education; Federal Legislation; Norm Referenced Tests; Curriculum Based Assessment; Infants; Toddlers; Young Children; Caregivers; Urban Schools; Surveys; Parents; Interviews; Qualitative Research; Statistical Analysis + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Leistungsermittlung; Eignung; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Bundesrecht; Infant; Toddler; Toddlers; Kleinkind; Infants; Frühe Kindheit; Caregiver; Carer; Betreuungsperson; Pfleger; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Survey; Umfrage; Befragung; Eltern; Interviewing; Interviewtechnik; Qualitative Forschung; Statistische Analyse
Abstract	Population changes, legislative changes, time and cost constraints, and practitioner and family perceptions each affect the delivery of early intervention services. This pilot project examined current evaluation practices used with the birth to 3 population. The role of norm-referenced and authentic assessment tools in the eligibility determination process was examined through a convenience sample of child-caregiver dyads and interdisciplinary practitioners. A majority of the children in the project were given a norm-referenced assessment along with authentic assessment measures. For more than half of those children, interpretation of the norm-referenced scores was questioned as standardized procedures could not be followed due to home language differences. Practitioners reported using authentic assessment information rather than norm-referenced data to derive developmental needs in nearly 80% of the children evaluated. The results of the pilot project provide a foundation for future study of evidence-based practices for norm-referenced and authentic assessment tool use with infants and toddlers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01