RasGuides: *School of Education*: Observation & Assessment

Common Developmental and Ongoing Assessment Tools and Formats

Journal Articles

Elicker, J., & McMullen, M. B. (2013). Appropriate and meaningful assessment in family-centered programs. YC:Young Children, 68(3), 22-26.
Catlett, C., & Soukakou, E. P. (2019). Assessing opportunities to support each child: 12 practices for quality inclusion. YC Young Children, 74(3), 34-43.
Blessing, A. D. (2019). Assessment in kindergarten. YC: Young Children, 74(3), 6-12.

Book Chapter

Gullo, D. F. (2012). Assessing children's learning in early childhood education settings. In O. N. Saracho, & B. Spodek (Eds.), Handbook of research on the education of young children (3rd ed.). London, UK: Routledge.

Selections from the Online Library

Early Childhood Assessment by Catherine E. Snow (Editor); Susan B. Van Hemel; Committee on Developmental Outcomes and Assessments for Young Children Staff (Contribution by); Board on Children, Youth and Families Staff; Board on Testing and Assessment Staff; Division of Behavioral and Social Sciences and Education Staff; National Academies (U.S.) Staff; National Research Council Staff
ISBN: 9780309124652
Publication Date: 2008-12-21
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
Multifaceted Assessment for Early Childhood Education by Robert J. Wright
ISBN: 9781412970150
Publication Date: 2009-11-02
An engaging examination of current issues and practices involved in assessing young children A highly readable integration of the latest assessment practices and policies, this text includes valuable information regarding young children with special needs and English language learners-topics that are insufficiently addressed in other assessment texts. Focusing on practical applications of key concepts, Multifaceted Assessment for Early Childhood Education provides a knowledge base of what every early childhood teacher should know about assessing young children. Key Features Comprehensive coverage examines the full range of assessments, including formative, summative, authentic, and standardized. Cases in Point provide practical implications and examples from real life. Objectives for Learning alert students as to central concepts and provide guidance for reading and studying. Discussion Questions encourage analysis and class discussions, promoting higher order thinking on the topics. Ancillaries Password-protected instructor resources, available at www.sagepub.com/wrightinstr, feature PowerPoint slides, a test bank, Internet resources, and additional activities.
Fidelity of Implementation in Assessment of Infants and Toddlers by Angela Stone-MacDonald; Lianna Pizzo; Noah Feldman
ISBN: 9783319746173
Publication Date: 2018-04-04
This book examines the challenges in developmental assessment of infants and toddlers and provides best practices for implementing standardized assessments in early intervention settings. It starts with an overview of standardized assessment practices and discusses how specific tools can be used in early intervention for different purposes (e.g., eligibility for services). The book explains the importance of the Fidelity of Implementation of Assessment (FOI-A) approach in creating standardized assessment for infants and toddlers. Chapters provide a checklist-based framework for FOI-A, with details on technological supports for test administration and data collection as well as training and supervision models. In addition, chapters discuss ways of engaging families, gaining their trust, and including them in their children's educational planning. Topics featured in this book include: The Battelle Development Inventory, 2nd Edition (BDI-2) and its use in the assessment of young children. Using checklists to improve fidelity of implementation for standardized assessments. Using checklists to support early intervention directors and teams. How to provide feedback to early interventionists and other professionals on FOI-A. Recommendations to improve FOI-A. Fidelity of Implementation in Assessment of Infants and Toddlers is a must-have resource for researchers, clinicians and related professionals, and graduate students in varied fields including child and school psychology, pediatrics, social work, behavioral therapy, infant and early childhood development, and early education and care.

What is observation? Observing children in their natural environment over time allows teachers to gather and document evidence of growth in a child.

Journal Articles

Mangione, P. L., Osbourne, T., & Mendenhall, H. (2019). What's next? YC: Young Children, 74(3), 20-25.

Books

Observing Young Children by Sandra Smidt
ISBN: 9781317584803
Publication Date: 2015-06-05
This fully revised second edition of Observing, Assessing and Planning for Children in the Early Years provides a detailed analysis of what is meant by the observation of young learners and why this is so vital to early years practitioners and students. In this accessible and insightful text, Sandra Smidt examines the various theories of how young children develop and learn, which have been put forward by thinkers and writers across time and place so the reader has a genuinely global view of early childhood. She then highlights how important it is for practitioners in schools, nurseries and settings to think carefully about what they have seen and heard in light of what they, as adults, already know about the children and their learning. Also included in this text is a helpful 'Try Your Hand' section where readers are invited to make their own judgements about what they have read, as well as a section on observing and assessing not only the nursery-aged children but also babies and toddlers.
Learning Through Child Observation, Third Edition by Mary Fawcett; Debbie Watson
ISBN: 9781784501419
Publication Date: 2016-04-21
This fully updated third edition of Learning Through Child Observation is a handbook for professionals working in, or students preparing to work in, children's services. This accessible text examines the value of observation, its use in assessment and the practical aspects and methods of observational study. The authors focus on the importance of fully recognising the child's developmental and emotional state when intervening, and the need to see children 'holistically' and as unique individuals within the wider context of the family and community. This new edition reflects updates to policy and practice and further develops the critical perspective on contemporary thinking about childhood and observational methods. This edition has also expanded its focus to include observation of primary-aged children. A popular text, it will appeal to students and professionals in all children's services, whether in pre-school, schools, social care, mental health or health settings.

What are Anecdotoal Notes?

Journal Articles

Bates, C. C., Schenck, S. M., & Hoover, H. J. (2019). Anecdotal records. YC: Young Children, 74(3), 14-19.
Bates, C. C. (2013). How do Wii know: Anecdotal records go digital. Reading Teacher, 67(1), 25-29. https://doi.org/10.1002/TRTR.1178
Ratcliff, N. J. (2001). Using authentic assessment to document the emerging literary skills of young children. Childhood Education, 78(2), 66.

What is a Running Record?

Book Chapter:

Running record. (2015). In S. Elborn, Handbook of teaching reading: More than phonics. London, UK: UKLA.

Journal Articles

Harmey, S., Kabuto, B. (2018). Metatheoretical differences between running records and miscue analysis: Implications for analysis of oral reading behaviors. Research in the teaching of English, 53(1), 11-33.
Ranz-Smith, D. (2011). Coping and caring amid toppling towers and tears. Childhood Education, 87(4), 269-274.

How photos and videos are used as an assessment tool:

Journal Articles

Guidry, J., & van den POL, R. (2015). Augmenting traditional assessment and information: The videoshare model. Topics in Early Childhood Special Education, 16(1), 51. https://doi.org/10.1177/027112149601600106
Roller, S. A., Cunningham, E. P., & Marin, K. A. (2019). Photographs and learning progressions. YC: Young Children, 74(3), 26-32.

What is work sampling or portfolio?

Journal Articles

Wilson, D. R. (2013). The work sampling system: Pre-service teachers' experiences with assessment. National Teacher Education Journal, 6(1), 5-8.
Meissels. S. J. (1996). Using work sampling in authentic assessments. Educational Leadership, 54(4), 60.

Books

Portfolio and work sampling systems. (2013). In S. M. Benner, & J. C. Grim, Assessment of young children with special needs: A context-based approach. New York, NY: Routledge.

Focused Portfolios by Gaye Gronlund; Bev Engel
ISBN: 9781929610075
Publication Date: 2002-07-01
Offers an innovative method to accurately document children's growth and development by observing them in the midst of their everyday activities. Used for years in programs across the country, this easy-to-use system helps teachers assess children's progress in four areas (Favorites, Friends, Family, and Developmental Milestones). Eight chapters include a complete introduction to the Focused Portfolios method, many step-by-step examples, and all the necessary forms for portfolio collection.

What are developmental checklists?

Journal Articles

Visser, L., Ruiter, S. A. J., van der Meulen, B.,F., Ruijssenaars, W. A. J. J. M., & Timmerman, M. E. (2012). A review of standardized developmental assessment instruments for young children and their applicability for children with special needs. Journal of Cognitive Education and Psychology, 11(2), 102-127.
Mayes, S. D. (2019). Assessing toddlers and preschool children using the checklist for Autism Spectrum Disorder. Infants & Young Children, 32 (2), 99–106. https://doi.org/10.1097/IYC.0000000000000136.
Hoekstra, A. T. , Jansen, G. G. , van der Meulen, B. F. , Oenema-Mostert, C. E. & Ruijssenaars, A. J. (2010). Home intervention. Infants & Young Children, 23(4), 303–311. https://doi.org10.1097/IYC.0b013e3181e9035d

What are developmental milestones?

Reports

Moodie, S., Danieri, P., Goldhagen, S., Halle, T., Green, K. LaMonte, L. (2014). Early childhood developmental screening: A compendium of measures for children ages birth to five [OPRE Report 2014-11]. Washington, D.C.: U.S. Department of Health and Human Services.

Books

Does My Child Have a Developmental Delay? by Sarah Vanover
ISBN: 9781475842029
Publication Date: 2018-12-15
Parents can easily be confused when they suspect that their child may have a developmental delay. The family members can have many questions about the process of seeking special education support, and they often feel isolated from friends and family ask they attempt to make the best decisions for their child. Does My Child Have a Developmental Delay?: A Guide for Parents on the Early Intervention Process is a step-by-step guide for families on how to navigate the early intervention process. The book also includes personal stories of families that have experienced the early intervention process with their own children.
Fidelity of Implementation in Assessment of Infants and Toddlers by Angela Stone-MacDonald; Lianna Pizzo; Noah Feldman
ISBN: 9783319746173
Publication Date: 2018-04-04
This book examines the challenges in developmental assessment of infants and toddlers and provides best practices for implementing standardized assessments in early intervention settings. It starts with an overview of standardized assessment practices and discusses how specific tools can be used in early intervention for different purposes (e.g., eligibility for services). The book explains the importance of the Fidelity of Implementation of Assessment (FOI-A) approach in creating standardized assessment for infants and toddlers. Chapters provide a checklist-based framework for FOI-A, with details on technological supports for test administration and data collection as well as training and supervision models. In addition, chapters discuss ways of engaging families, gaining their trust, and including them in their children's educational planning. Topics featured in this book include: The Battelle Development Inventory, 2nd Edition (BDI-2) and its use in the assessment of young children. Using checklists to improve fidelity of implementation for standardized assessments. Using checklists to support early intervention directors and teams. How to provide feedback to early interventionists and other professionals on FOI-A. Recommendations to improve FOI-A. Fidelity of Implementation in Assessment of Infants and Toddlers is a must-have resource for researchers, clinicians and related professionals, and graduate students in varied fields including child and school psychology, pediatrics, social work, behavioral therapy, infant and early childhood development, and early education and care.
How to Detect Developmental Delay and What to Do Next by Mary Mountstephen; Elvie Brown (Contribution by); Agnieszka Olechowska (Contribution by); Barbara Pheloung (Contribution by); Lucy Smith (Contribution by)
ISBN: 9781849050227
Publication Date: 2010-12-15
If a child is not meeting expected milestones it can be a source of great anxiety for parents and teachers. This forthright guide offers practical advice on how to recognize the signs of developmental delay, address difficulties effectively, and help the child to flourish.Mary Mountstephen presents a practical approach to dealing with developmental delay, equipping readers with the knowledge, understanding and tools to tackle problems successfully. By clearly explaining how children develop, drawing on the expertise of a number of specialists in the field and detailing straightforward interventions, the author enables parents and teachers to identify a wide range of problems and empowers them with the information they need to take action. Concise and accessible, this book provides a wealth of useful advice on how to address developmental delay, and will prove invaluable to parents, teachers and other professionals working with children.

Systematic, Ongoing Assessment Systems and Screenings

Teaching Strategies GOLD

What it is: Observation-based assessment system for children from birth through third grade
Website: https://teachingstrategies.com/solutions/assess/gold/

Journal Articles

Lambert, R. G., Kim, D.-H., & Burts, D. C. (2015). The measurement properties of Teaching Strategies GOLD assessment system. Early Childhood Research Quarterly, 33, 49-63. https://doi.org/10.1016/j.ecrsq.2015.05.004
Kim. D.-H., Lambert, R. G., & Burts, D. C. (2013). Evidence of the validity of the Teaching Strategies GOLD assessment tool for English language learners and children with disabilities. Early Education and Development, 24, 574-595. https://doi.org/10.1080/10409289.2012.701500
Goldstein, J, & Flake, J. K. (2015). Toward a framework for the validation of early childhood assessment systems. Educational Assessment, Evaluation and Accountability, 28(3), 273-293.

High Scope Child Observation Record (COR)

What it is: Observation-based assessment system for children from birth to six years of age
Website: https://highscope.org/cor-advantage/

Journal Articles

Barghaus, K. M., & Fantuzzo, J. W. (2014). Validation of the preschool child observation record: Does it pass the test for use in Head Start? Early Education and Development, 25, 1118-1141. https://10.1080/10409289.2014.904646
Goldstein, J, & Flake, J. K. (2015). Toward a framework for the validation of early childhood assessment systems . Educational Assessment, Evaluation and Accountability, 28(3), 273-293.
Lambert, M. C., Rudd, L. C., & Burley, H. (2012). The jumpstart model: The contours of a new force in early literacy. The Educational Forum, 76, 234-247. https://doi.org/10.1080/00131725.2012.653091
Snyder, C. M., & Delgado, H. P. (2019). Unlocking the potential of data-driven coaching. YC: Young Children, 74(3), 44-53.

Work Sampling System

What it is: An early childhood assessment tool that allows teachers to evaluate seven domains (personal and social development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, physical development, health and safety) in children ages 3 through third grade.
Website: https://www.pearsonassessments.com/campaign/wso-for-nyc.html

Journal Articles

Wilson, D. R. (2013). The Work Sampling System: Pre-service teachers' experiences with assessmen t. National Teacher Education Journal, 6(1), 5-8.

eBook Chapter

Portfolio, work sampling?, and goal attainment scaling. (2013). In S. M. Brenner, & J. C. Grim, Assessment of young children with special needs: A context-based approach. New York, NY: Routledge.

Ages and Stages Questionnaire (ASQ)

What it is: A developmental and social-emotional screen tool for children from birth to 6 years of age.
Website: https://agesandstages.com/about-asq/

Journal Articles

San Antonio, M. C., Fenick, A. M., Shabanova, V., Levanthal, J. M., & Weitzman, C. C. (2014). Developmental screening using the Ages and Stages Questionnaire. Infants & Children, 22(2), 111-119. https://doi.org/10.1097/IYC.000000000000005
Velikonja, T., Edbrooke, C. J., Calderon, A., Sleed, M., Brown, A., & Deighton, J. (2017). The psychometric properties of the Ages & Stages Questionnaires for ages 2-2.5: A systematic review. Child: Care, Health & Development, 43(1), 1–17. https://doi-org/10.1111/cch.12397
Clifford, J. , Chen, C. , Xie, H. , Chen, C. , Murphy, K. , Ascetta, K. , Frantz, R. & Hansen, S. (2018). Examining the technical adequacy of the Ages & Stages Questionnaires . Infants & Young Children, 31(4), 310–325. https://doi.org/10.1097/IYC.0000000000000124.

Child Development Inventory (CDI)

What it is: Measures children's present development (ages 1 to 6) in six areas: social, self help, gross motor, fine motor, expressive language, language comprehension, letters, and numbers.
Website: https://childdevelopmentreview.com/cdi-research

Journal Articles

Montgomery, M. L., Saylor, C. F., Bell, N. L., Macias, M. M., Charles, J. M., & Katikaneni, L. D. P. (1999). Use of the Child Development Inventory to screen high-risk populations. Clinical Pediatrics, 38(9), 535-9.

The Ounce Scale

What it is: Assessment designed for parents to observe a range of relevant age-appropriate behaviors in their children ages birth to three.
Website: https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Developmental-Early-Childhood/The-Ounce-Scale/p/100000403.html

Journal Articles

Meisels, S., Wen, X., & Beachy-Quick, K. (2010). Authentic assessment for infants and toddlers: Exploring the reliability and validity of the Ounce Scale. Applied Developmental Science, 14(2), 55-71. https://doi.org/10.1080/10888691003697911
Caspe, M., Seltzer, A., Kennedy, J. L., Cappio, M., & DeLorenzo, C. (2013). Engaging families in the child assessment process. YC Young Children, 68(3), 8-14.

Brigance Screening

What it is: Assessment tool used to measure milestones in early development and evaluate kindergarten readiness.
Website: https://www.curriculumassociates.com/products/brigance/early-childhood

Journal Articles

Glascoe, F. P. (1996). Can the Brigance screens detect children who are gifted and academically talented? Roeper Review, 19(1), 20. https://doi.org/10.1080/02783199609553777
Mantzicopoulos, P. Y. (2000). Can the Brigance K&1 Screen detect cognitive/academic giftedness when used with preschoolers from economically disadvantages backgrounds? Roeper Review, 22(3), 185.

Denver Developmental Screening Test

What it is: An assessment designed for children from 0-6 that compares children to a normative standard to identify children who may not be meeting developmental milestones.
Website: N.A.

Journal Articles

Macy, M. (2012). The evidence behind developmental screening instruments. Infants & Young Children, 25(1), 19–61. https://doi.org/10.1097/IYC.0b013e31823d37dd
Diamonds, K. E. (1990). Effectiveness of the Revised Denver Developmental Screening Test in identifying children at risk for learning problems. Journal of Educational Research, 83(3), 152-157. https://doi.org/1080/00220671.1990.10885941
Orloff, S. N. S. (2006). Standardized tests can help assess child's skills. Exceptional Parent, 36(12), 70-72.

Developmental Profiles (DP)

What it is: An assessment that screens children from birth to 12 years of age for developmental delays
Website: https://www.wpspublish.com/store/p/2743/dp-3-developmental-profile-3

Journal Articles

Karelitz, T., Parrish, D., Yamada, H., & Wilson, M. (2010). Articulating assessments across childhood: The cross-age validity of the Desired Results Developmental Profile-Revised. Education Assessment, 15(1), 1-26. https://doi.org/10.1080/10627191--3673208

Early Screening Profiles

What it is: An assessment that measures cognitive, language, motor, self-help, and social development in children ages 2-6.
Website: https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Developmental-Early-Childhood/Early-Screening-Profiles/p/100000089.html

Journal Articles

Lenkarski, S., Singer, M., Peter, M., & McIntosh, D. (2001). Utility of the early screening profiles in identifying preschoolers at risk of cognitive delays. Psychology in the Schools, 38(1), 17. https://doi.org/10.1002/1520-6807(200101)38:1<17::AID-PITS3>3.0.CO;2-G
McIntosh, D. E., Gibney, L., Quinn, K., & Kundert, D. (2000). Concurrent validity of the Early Screening Profiles and the differential ability scales with an at-risk preschool sample. Psychology in the Schools, 37(3), 201. https://doi.org/10.1002/(SICI)1520-6807(200005)37:3<201::AID-PITS1>3.0.CO;2-A

Devereaux Early Childhood Assessment (DECA)

What it is: An assessment that measures social and emotional development in children from 6 to 36 months
Website: https://centerforresilientchildren.org/infants/assessments-resources/devereux-early-childhood-assessment-deca-infant-and-toddler-program/

Journal Articles

Crane, J., Mincic, M., & Winsler, A. (2011). Parent-teacher agreement and reliability on the Devereaux Early Childhood Assessment (DECA) in English and Spanish for ethnically diverse children living in poverty. Early Education & Development, 22(3), 520-547. https://doi.org/10.1080/10409289.2011.565722
Bulotsky-Shearer, R. J., Fernandez, V. A., & Rainelli, S. (2013). The validity of the Devereaux Early Childhood Assessment for culturally and linguistically diverse Head Start children. Early Childhood Research Quarterly, 28(4), 794-807. https://doi.org/10.1016/j.cresq.2013.07.009