International Comparative Assessment of Early Learning in Exceptional Learners: Potential Benefits, Caveats, and Challenges

Autor/inn/en	Lin, Pei-Ying; Lin, Yu-Cheng
Titel	International Comparative Assessment of Early Learning in Exceptional Learners: Potential Benefits, Caveats, and Challenges
Quelle	In: Policy Futures in Education, 17 (2019) 1, S.71-86 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Pei-Ying)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/1478210318819226
Schlagwörter	International Assessment; Early Childhood Education; Disabilities; Educational Assessment; Special Education; Young Children; Data Collection; Test Interpretation; Information Utilization; Testing Accommodations; Equal Education + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Handicap; Behinderung; assessment; Bewertungssystem; Special needs education; Sonderpädagogik; Sonderschulwesen; Frühe Kindheit; Data capture; Datensammlung; Test analysis; Testauswertung; Informationsnutzung; Testing process; Accessibility (for disabled); Accessibility; Disabled person; Testdurchführung; Testen; Barrierefreiheit; Zugänglichkeit; Behinderter
Abstract	Over the decades, it is evident that exceptional learners have been excluded from participating in international assessments such as OECD's PISA (Programme for International Student Assessment) due to their disabilities. Drawing on the interdisciplinary theories and perspectives of educational assessment, measurement, and early childhood special education, the paper discusses the potential benefits young children with special needs may gain from the International Early Learning and Child Well-being Study (IELS), as well as considering caveats and challenges accompanying the use of IELS for these young special education populations. In particular, it raises a range of questions about what and how to collect, validly interpret, and use the IELS data to enhance early learning and development of exceptional learners in participating countries. Finally, the paper discusses accommodations that promote inclusionary assessment practices and level the playing field for young children with special needs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01