Keeping It "R-E-A-L" with Authentic Assessment

Autor/inn/en	Macy, Marisa; Bagnato, Stephen J.
Titel	Keeping It "R-E-A-L" with Authentic Assessment
Quelle	In: NHSA Dialog, 13 (2010) 1, S.1-20 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-0754
Schlagwörter	Performance Based Assessment; Disadvantaged Youth; Norm Referenced Tests; Disabilities; Young Children; Program Effectiveness; Educational Assessment; Evaluation Problems; Test Validity; Test Reliability; Student Evaluation; Educational Testing; Educational Diagnosis; Diagnostic Tests; Early Childhood Education; Preschool Children; Special Education; Federal Programs; Developmental Delays; Special Needs Students; Inclusive Schools; Synthesis; Evaluation Methods; Measures (Individuals); Screening Tests; Disability Identification; Pediatric Evaluation of Disabilities Inventory + Suchen Sie Ihr Suchwort? Leistungsermittlung; Benachteiligter Jugendlicher; Handicap; Behinderung; Frühe Kindheit; Education; assessment; Bewertungssystem; Testvalidität; Testreliabilität; Schulnote; Studentische Bewertung; Pedagogical diagnostics; Pädagogische Diagnostik; Diagnostic test; Diagnostischer Test; Early childhood; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Entwicklungsverzögerung; Sonderpädagogischer Förderbedarf; Inclusive school; Integrative Schule; Messdaten; Screening-Verfahren
Abstract	The inclusion of young children with disabilities has remained a function of the Head Start program since its inception in the 1960s when the United States Congress mandated that children with disabilities comprise 10% of the Head Start enrollment (Zigler & Styfco, 2000). Standardized, norm-referenced tests used to identify children with delays are problematic because (a) they have low treatment validity, (b) they are not universally designed or adaptable, (c) it is difficult to capture the real life behaviors/skills of young children, (d) they do little to facilitate collaboration with parents, (e) they lack sensitivity to changes in the child's development and learning, and (f) children with disabilities are often excluded from group data. This study examined the use of an alternative approach that uses early childhood authentic assessment to determine a young child's eligibility for special services. Results of this study have implications for adopting authentic assessment practices. (Contains 5 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10