Assessment of emerging literacy in young children is generally limited to either skill development in children over 3 years of age or the quality and context of young children's early literacy experiences. Although there has been promotion of their early literacy experiences, assessment of emerging pre-literacy behaviors in children younger than 3…

This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the developmental abilities of children from birth through kindergarten. Using data from 8534 children participating in a state-funded preschool program…

This study provides preliminary evidence for reliability and validity of the Hawaii Early Learning Profile Strands 0-3 (HELP Strands 0-3), an assessment instrument for young children. First, the degree of interobserver agreement for a sample of representative HELP items was examined; results indicated that HELP scoring was dependable and…

Authentic assessment approach applies naturalistic observation method to gather and analyse data about children's development that are socio-culturally appropriate to plan for individual teaching and learning needs. This article discusses the process of adapting an authentic developmental instrument for children of 3-6 years old. The instrument…

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…

This study used a mixed methods methodology to investigate the reliability and validity of the Ounce Scale, an authentic, observational assessment of infants' and toddlers' development from birth through 42 months of age. Quantitative cross-sectional data were collected from 287 children and 124 teachers in seven urban Early Head Start programs;…

Presents predictions made by past presidents of the American Educational Research Association (AERA) on the future of educational research, includinq the emergence of new research methods; improvement of existing measures; changes within AERA; developments in school populations, testing, and funding; new conceptions of intelligence and aptitude;…

In Canada, tests and test results do not appear to be driving the school system. Canadian universities do not require Canadian applicants to provide SAT or ACT scores for admission. Most provinces administer their own testing programs aimed at all students, not only the college bound. Developing the whole child is an important objective. (MLH)

What should be known about this testing technique - where the tests come from, who uses them, how they use them, and why. (Author)

Describes development of a test using slides and corresponding multiple-choice questions for second-year occupational therapy students in child studies course. Reasons for choosing the test format are discussed and an outline of test construction procedures is given. An evaluation of the test indicates problems encountered and benefits gained.…

The Knowledge of Child Development Inventory (KCDI), which is appended, is a 56-item multiple choice test of knowledge of child development from birth to age three. Test items were based on authoritative materials covering the cognitive, physical, emotional, and social development of young children. The KCDI was meant to be appropriate for use…

Several intermediate performance objectives and corresponding criterion measures are listed for each of four terminal objectives for a fundamentals of child care occupations course. The materials were designed to prepare students for entry level employment in jobs involving the care and guidance of children. Major concepts include growth,…

The Early Learning Accomplishment Profile (Early LAP) provides a systematic method for observing children's functioning in the birth to 36-month age range in order to assist teachers, clinicians, and parents in assessing individual skills development in six developmental domains: gross motor, fine motor, cognition, language, self-help, and social…