EI/ECSE Standards Curriculum Modules

Standard 4: Assessment Processes

Sample Syllabi, Learning Activities, and Practicum Application

The purpose of this module is to introduce the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) Standard 3. The learning resources provided are designed to be used in both pre-service and in-service to facilitate the integration of the knowledge and skills addressed by this standard.

Standard 4: Candidates know and understand the purposes of assessment in relation to ethical and legal considerations. Candidates choose developmentally, linguistically, and culturally appropriate tools and methods that are responsive to the characteristics of the young child, family, and program. Using evidence-based practices, candidates develop or select as well as administer informal measures, and select and administer formal measures in partnership with families and other professionals. They analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals for eligibility determination, outcome/goal development, planning instruction and intervention, monitoring progress, and reporting.

Components:

4.1 Candidates understand the purposes of formal and informal assessment, including ethical and legal considerations, and use this information to choose developmentally, culturally, and linguistically appropriate, valid, reliable tools and methods that are responsive to the characteristics of the young child, family, and program.

4.2 Candidates develop and administer informal assessments and/or select and use valid, reliable formal assessments using evidence-based practices, including technology, in partnership with families and other professionals.

4.3 Candidates analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals.

4.4 Candidates, in collaboration with families and other team members, use assessment data to determine eligibility, develop child and family-based outcomes/goals, plan for interventions and instruction, and monitor progress to determine the efficacy of programming.

Note: The Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators (EI/ECSE) standards and components use the term candidate to refer to preservice students in higher education programs. For the purpose of these modules, the term will be maintained in the EI/ECSE standard and component statements. The term learner will be used in the support materials and resources.

Purpose

The purpose of this module is to: (a) identify what learners should know and be able to do specific to Standard 4: Assessment Processes and its Components, (b) provide higher education faculty and PD providers with a variety of learning resources for this standard, and (c) identify the relationship of these resources to adult learning practices. It is designed to be used flexibly for preservice and ongoing professional development.

Objectives

After engaging with these resources, IHE faculty and PD providers will be able to:

Identify learner outcomes specific to assessment processes.
Identify resources to integrate into the higher education curriculum and/or content for PD.
Identify the relationship of the resources with evidence-based practices for adult learners.

Topics

Each of the standards has two or more components that further describe what is meant by the standard for a total of 27 components across the seven standards. This section identifies, what learners should know and be able to do based on that component to facilitate positive outcomes for children and families.

Component 4.1 Learners understand the purposes of formal and informal assessment, including ethical and legal considerations, and use this information to choose developmentally, culturally, and linguistically appropriate, valid, reliable tools and methods that are responsive to the characteristics of the young child, family, and program.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Purposes of formal and informal assessment, including screening, diagnosis/eligibility, planning for intervention and instruction, progress monitoring, and evaluation.
Ethical considerations in assessment, including the potential for bias,
Federal, provincial, and state regulations related to eligibility for EI and ECSE, and
Authentic assessment.

Learners Who Are Competent in this Component are Able to:

Choose developmentally, culturally, and linguistically appropriate assessment measures and methods,
Choose reliable and valid assessment measures and methods,
Choose assessment measures and methods that are responsive to the characteristics of young children and their families, and
Use informal authentic assessment strategies, such as naturalistic observation, curriculum-based measures, and observation-based methods.

Component 4.2 Learners develop and administer informal assessments and/or select and use valid, reliable formal assessments using evidence-based practices, including technology, in partnership with families and other professionals.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Informal assessment,
Formal assessment,
Play-based assessment,
Psychometric properties of assessment measures, including types of reliability and validity, and
Role of specialized assessments by related service providers.

Learners Who Are Competent in this Component are Able to:

Develop informal assessments,
Evaluate the psychometric properties of formal and informal assessment measures,
Administer informal assessments using evidence-based practices,
Administer formal assessments using evidence-based practices,
Administer formal and informal assessments using technology, as appropriate,
Use play-based assessment methods as appropriate,
Interpret the results of specialized assessments,
Collaborate with families and other professionals in the administration of informal and formal assessments, and
Work with cultural mediators and/or interpreters on the assessment team.

Component 4.3 Learners analyze, interpret, document, and share assessment information using a strengths-based approach with families and other professionals.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Similarities and differences in assessment techniques used in early intervention, preschool, and primary grades.

Learners Who Are Competent in this Component are Able to:

Analyze assessment information,
Interpret assessment information,
Document assessment information,
Share assessment information using a strengths-based approach with families and other professionals.
Use communication skills in interviews and conferences with families, including active listening, furthering responses, paraphrasing, demonstrating non-judgmental attitudes, responding to affect, questioning, and summarizing, and
Practice confidentiality.

Component 4.4 Learners, in collaboration with families and other team members, use assessment data to determine eligibility, develop child and family-based outcomes/goals, plan for interventions and instruction, and monitor progress to determine the efficacy of programming.

What Learners Should Know and Be Able to Do

Learners Who Are Competent in this Component Know and Understand:

Factors that may influence the accurate interpretation of assessment results, such as
- limitations of formal and informal assessments (e.g., bias, test constructs),
- contextual factors (e.g., SES, family structure, prior intervention),
- child characteristics, and
Eligibility rules for receiving EI or ECSE services,
Individualized planning, and
Data-based decision making.

Learners Who Are Competent in this Component are Able to:

Collaborate with families and other team members use assessment data to determine eligibility, develop child and family-based outcomes/goals, plan for interventions and instruction, and monitor progress to determine the efficacy of programming.
Collaborate with families and other team members to integrate formal, informal, and authentic assessment data to develop child and family-based outcomes/goals and individualized plans,
Use formative assessment to make a data-based intervention and instructional decisions, and
Use ongoing informal assessment to adapt and enhance intervention and instruction.

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

This sample syllabus provides ideas for resources, activities, readings, and assignments, aligned with the Initial Practice-based Preparation Standards for Early Interventionists/Early Childhood Special Educators EI/ECSE (2020) and DEC Recommended Practices (2014). Consider state and university policies and add them as appropriate. This is a sample only and is not a complete syllabus; nor is it intended to suggest that the Standard would be addressed in only one course in the curriculum.

Standard 4 – Sample Syllabus 6.20.25

Learning Activities

The projects or assignments require learners to apply the practices/skills related to Standard 4: Assessment Processes. Since these are application activities, they most align with the evidence-based practices for adult learners of authentic learning, reflection, guidance, performance feedback, and follow-up activities. The sample learning activities are organized by the four Components for Standard 4.

Component 4.1

Assessment Tool Review (Component 4.1)

Conduct a review of an assessment tool – this may be a screening tool, a norm-referenced assessment, or a criterion referenced assessment. The review should include the intended purpose of the tool, target age range, domains assessed, reliability and validity information, a description of administration and scoring procedures, and a brief summary of the strengths and limitations of the instrument. Describe how the selected screening tool, norm-referenced assessment, or criterion referenced assessment does or does not account for contextual and demographic factors that impact responsive practices.

Component 4.2, 4.3

Components 4.1, 4.2, 4.3, 4.4

Assessment Report (Components 4.1, 4.2, 4.3, and 4.4)

With your cross-disciplinary team, conduct a responsive developmental assessment of an infant or young child (birth to 3) and write up the results in an integrated report complete with appropriate recommendations. Use multiple assessment methods, including one norm-referenced assessment tool (e.g., Battelle Developmental Inventory – 3rd Edition (BDI-3), and at least two authentic assessment methods (e.g. observation in the natural environment, parent/caregiver interview, or informal observation tool). Formal assessments must be conducted in at least 2 developmental domains (social-emotional and cognitive development at a minimum) but the report should take into account development in all domains. No identifying information should be found anywhere in the assessment report, nor in any discussion board posts relating to the assessment experience.

Report Requirements:

Provide a report heading and include headings for each component below.
Background information: Describe the child and include name (pseudonym), age, date of assessment, and home language(s) and other cultural considerations of the child and family.
Description of the assessment: Describe the information obtained from the caregivers, the assessment tool and overall purpose.
Observations: Describe the testing environment. Describe the child’s behavior during assessment. Describe the assessment administration. Describe the role the caregivers had in the assessment process. Also, provide any adaptations and modifications that were helpful to support the child’s participation in the evaluation process.
Assessment results: Present your observations, scores and interpretations in a visually organized manner. Describe subtests and scores and list the strengths and needs.
Recommendations: Describe your interpretation of what your observations and the scores may suggest about the child’s skill development in relation to eligibility for early intervention under the category of developmental delay.
Provide signatures, names, and date at the bottom.

Practicum Application

The Practicum Applications are examples of learning experiences designed to promote knowledge and skill development for each component of each standard. They are intended to be idea prompts for field-based assignments for preservice and professional development, and adapted as needed.

The Practicum Applications:

Should be incorporated across the curriculum and within each standard,
Represent the age range from birth through five,
Are sequenced from observation and reflection to implementation of practices with supervision,
Should be implemented across home, school, and community settings.

Component 4.1

Supporting Knowledge and Skill Development

Knowledge: Research and compare the various purposes of assessment in early childhood special education, including screening, diagnosis, program planning, monitoring progress, and evaluating outcomes.

Knowledge: Investigate the ethical guidelines (e.g., NAEYC Code of Ethical Conduct) and legal mandates (e.g., IDEA) related to assessment practices in early childhood special education, paying particular attention to informed consent, confidentiality, non-discrimination, and the use of multiple sources of information.

Knowledge: Define and differentiate between validity (content, construct, criterion-related), reliability (test-retest, inter-rater, internal consistency), and standardization in assessment tools. They will analyze how these psychometric properties impact the usefulness and interpretation of assessment results.

Skill: Observe experienced professionals administering both formal and informal assessments, paying attention to the procedures, interactions with the child and family, and adherence to ethical guidelines.

Skill: Practice using various informal assessment methods (e.g., systematic observation, anecdotal recording, portfolio review) to gather information about a child’s skills and development in different domains.

Skill: Learn how to score and interpret both formal and informal assessment data, identifying patterns of strengths and needs, and relating the findings to developmental norms and individual progress.

Skill: Practice writing clear, concise, and objective reports of assessment findings, ensuring that the language is understandable to families and other professionals and adheres to ethical guidelines regarding confidentiality.

Component 4.2

Supporting Knowledge and Skill Development

Knowledge: Research and identify evidence-based practices in early childhood assessment, exploring the empirical support for different formal and informal assessment methods and their effectiveness for specific purposes and populations.

Knowledge: Investigate various technologies used in early childhood assessment, including digital data collection tools, online assessment platforms, assistive technology for assessment, and software for data analysis and reporting. They will consider the benefits and challenges of using technology in this context.

Knowledge: Explore various methods for ongoing progress monitoring using both formal and informal assessments, understanding how to track a child’s learning over time and adjust interventions based on data.

Skill: Practice selecting valid and reliable formal assessment tools that are appropriate for the child and the assessment purpose.

Skill: Design and implement various informal assessment methods (e.g., observation checklists, rating scales, structured play-based assessments) aligned with specific learning goals or developmental domains.

Skill: Practice using data from both formal and informal assessments to develop individualized goals, objectives, and intervention strategies within IFSPs or IEPs.

Component 4.3

Supporting Knowledge and Skill Development

Knowledge: Research the theoretical underpinnings of strengths-based approaches in assessment, contrasting it with deficit-based models. They will learn how focusing on a child’s abilities, interests, and resources can lead to more positive and effective interventions.

Knowledge: Explore various methods for analyzing both quantitative (e.g., scores, percentile ranks) and qualitative (e.g., observational notes, interview transcripts) assessment data to identify patterns, trends, and key findings.

Knowledge: Learn about different ways to interpret assessment data, considering developmental norms, individual growth trajectories, contextual factors, and the perspectives of families and other professionals.

Skill: Practice analyzing assessment data (both formal and informal) with a specific focus on identifying the child’s strengths, abilities, interests, and areas of competence.

Skill: Learn to synthesize information from various assessment sources (e.g., standardized tests, observations, family interviews) to develop a comprehensive and nuanced understanding of the child’s profile.

Skill: Practice writing assessment reports and notes that emphasize the child’s strengths and positive attributes while also addressing areas of need in a constructive manner.

Component 4.4

Supporting Knowledge and Skill Development

Knowledge: Research the specific eligibility criteria for various disability categories in early childhood special education within their state or local context. They will learn how assessment data is used to determine if a child meets these criteria.

Knowledge: Learn about the principles of writing effective IFSP/IEP outcomes and goals that are child-focused, family-centered, measurable, achievable, relevant, and time-bound (SMART). They will understand how assessment data and family priorities inform this process.

Knowledge: Investigate how specific assessment findings (strengths and needs) directly inform the selection of evidence-based interventions, strategies, and accommodations for young children with disabilities.

Skill: Investigate how specific assessment findings (strengths and needs) directly inform the selection of evidence-based interventions, strategies, and accommodations for young children with disabilities.

Skill: Work with families and other professionals to develop measurable and meaningful IFSP/IEP outcomes and goals based on assessment data and family priorities.

Skill: Learn how to create and implement systematic methods for collecting data on a child’s progress toward their IEP/IFSP goals using both formal and informal measures.

Case Study & PD Guides

Case Study: The annotated case study provides discussion questions and resources.

Standard 4 – Case Study 6.20.25

Component 4.1

Component 4.2

Component 4.3

Component 4.4

Multimedia Illustrations

Application to Evidence-Based Practices for Adult Learners: The videos and video vignettes can be used primarily to demonstrate a practice/topic/concept and thus, align with the evidence-based practice for adult learners of illustration. Some are informational and relate to the practice of introduction.

Component 4.1

Component and Title	Key Content	Duration	Link
4.1 Authentic Assessment in Early Intervention	Physical Therapist Megan Kish Fibbe describes and illustrates how authentic assessment practices enhance EI work with children and families. Focuses on the purposes and uses of observation in a home setting as an authentic assessment tool.	7:36	View
4.1 What is Authentic Assessment?	Illustrates the primary features and purposes of authentic assessment in a classroom setting.	3:02	View
4.1 Newborn Hearing Testing Screening (OAE and ABR)	Shows how hearing screening is performed in newborn babies. The two main types of hearing testing, auditory brainstem response (ABR), and otoacoustic emissions (OAE) are shown.	3:50	View
4.1 Mercy: Infant ABR Hearing Screening	Newborn hearing screening occurs before babies leave the hospital. If the screening detects a concern, babies undergo an infant Auditory Brainstem Response hearing screening for more in-depth testing.	2:36	View

Component 4.2

Component and Title	Key Content	Duration	Link
4.2 Using iPod Touch and Dragon Dictation to Record Observation Notes	Illustrates how early care and education providers can use the free Dragon Dictation app on the iPod Touch to document observation notes.	3:15	View
4.2 Using the iPod Touch and iPhone to Record Video and Photographic Documentation and Photographic Documentation	Three teachers discuss and illustrate how they use the iPhone and iPod Touch to record, watch, and share video and photographs as part of child observation.	3:51	View

Component 4.3

Component 4.4

Component and Title	Key Content	Duration	Link
4.4 Using Child Assessment Data to Achieve Positive Outcomes	Administrators and teachers illustrate how they use authentic child assessment data to (1) inform funders, (2) inform classroom instruction (begins at 5:15), (3) meet the needs of individual children (begins at 7:15 and again at 12:18), (4) share with families (begins at 8:55), and (5) supports teachers (begins at 10:28).	14:20	View
4.4 Using Video to Celebrate Progress	Physical Therapist Megan Klish Fibbe shows how video can support families by highlighting family strengths and child progress.	2:09	View

Resources

Several different types of resources are included in this section of the module to support the development of knowledge and practices in partnering with families.

Websites - Provide information and resources related to the Standard and Components.

Websites

Learning Modules - The modules related to the Standard which can be used in their entirety or by selecting sections or content that support the objectives of an IHE course or PD content. The evidence-based practices for adult learners will vary based on the module selected.

Learning Modules

Glossary - Key terms used in Standards and Components. The references and resources in addition to being the source(s) for that definition may also provide additional background information specific to the use of that term in Early Intervention/Early Childhood Special Education.

Glossary

Term	Definition	Reference/Resource
Authentic assessment	“… the systematic recording of developmental observations over time about the naturally occurring behaviors and functional competencies of young children in daily routines by familiar and knowledgeable caregivers in the child’s life” (p. 29).	Bagnato, S. J., & Yeh-Ho, H. (2006). High-stakes testing with preschool children: Violation of professional standards for evidence-based practice in early childhood intervention. International Journal of Educational Policy, 3(1), 2343.
Child Find	A continuous process that includes public awareness activities, screening, and evaluation to locate, identify and evaluate children who are eligible to receive EI/ECSE services. IDEA requires active identification, evaluation, and eligibility determination for both Part C (0-3) and Part B of the law. Part B must ensure all children birth to age 21 are identified. The regulation draws specific attention to children with disabilities in traditionally marginalized groups. Part C requires a “comprehensive child find system.”	Wrightslaw: Link 20 U.S.C. 1412(a)(3); Wrightslaw: Special Education Law, pages 72, 206-207
Content domains	Defined domains of knowledge and skills consisting of the body of knowledge and information upon which intervention and instruction are based and that children are expected to learn in academic programs and programs promoting academic readiness. Common content areas include language arts, mathematics, science, art, music, and social studies.	GLOSSARY OF EDUCATION REFORM: Link What Do Children Learn in a High-Quality Preschool Program?: Link
Culturally and linguistically responsive and affirming	Approaches that empower individuals intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, to impart skills, and to change attitudes. Such approaches involve consciously creating social interactions to help individuals meet the criteria of academic success, cultural competence, and critical consciousness and include creating individual-centered learning environments that affirm cultural identities; foster positive learning outcomes; develop children’s abilities to connect across lines of difference; elevate historically marginalized voices; empower children as agents of social change; and contribute to individual child engagement, learning, growth, and achievement through the cultivation of critical thinking. These approaches challenge norms (e.g., expectations regarding language, behavior, social interactions) in order to be responsive to marginalized children and families and work towards greater equity.	DEC RP Glossary Barrera, I., Corso, R., & Macpherson, D. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Paul H. Brookes. Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74-84.
Developmental domains	Specific areas of human growth and development such as cognition, social-emotional, motor/physical, communication, play, and adaptive behavior.	Link: National Center for Hearing Assessment and Management
Evidence-based practice	Used as a Noun - Practices that are based on the best available empirical research that documents the practice’s efficacy with young children and families; the wisdom and knowledge of the field; and the core guiding values, beliefs, and theoretical approaches of EI/ECSE. Used as a Verb – The process for selecting and implementing practices that weigh research evidence; family and professional wisdom and values; and the individual characteristics, strengths, and needs of a child.	Odom, S. L., & Wolery, M. (2003). A unified theory of practice in early intervention/early childhood special education: Evidence-based practices. The Journal of Special Education, 37(3), 164-173. Buysse, V., Wesley, P. W., Snyder, P., & Winton, P. (2006). Evidence-based practice: What does it really mean for the early childhood field? Young Exceptional Children, 9(4), 2-11.
Family	A child’s consistent (i.e., primary) caregiver(s) who have responsibility for the child’s well-being and development and who are partners in the child’s education and intervention. This may include a variety of individuals, including, but not limited to, the child’s biological, adoptive, or foster parent(s), legal guardians, siblings, grandparents, other relatives, and others within the child’s primary support network.	Mapp, K., & Kuttner, P. J. (2013). Partners in education: A dual capacity-building framework for family-school partnerships. Austin, TX: Southwest Educational Development Lab. Turnbull, A. P., Turnbull, R., Erwin, E. J., Soodak, L. C., & Shogren, K. A. (2015). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Upper Saddle River, NJ: Pearson.
Functional behavior assessment	Collection of data to investigate the environmental variables maintaining and/or contributing to challenging behavior. A functional assessment includes systematically identifying the challenging behavior, events that precede such behavior (antecedents), and events that maintain such behavior (consequences) with results used to identify, plan, implement, and support others to implement individual behavior support plans.	Dunlap, G., & Fox, L. (2011). Function-based interventions for children with challenging behavior. Journal of Early Intervention, 33(4), 333-343.
Informed clinical opinion	Integration of the results of evaluations and direct observations in various settings, professional judgment based on experience and expertise, and family input to make recommendations for initial and continuing eligibility for EI/ECSE services and to plan services for those children whose developmental status and EI/ECSE needs may be difficult to assess with formal measures.	Informed clinical opinion
Instruction	A set of practices that are evidence-based, intentional, systematic, and support development and learning for all young children across developmental and content domains. Instruction includes the intentional structuring of children’s environments and learning experiences as well as methods used to teach a curriculum. Instruction is used across natural environments and inclusive settings in collaboration with families and other professionals.	Wolery, M. (2012). Voices from the field. Young Exceptional Children, 15(4), 41-44. Boat, M., Dinnebeil, L., & Bae, Y. (2010). Individualizing instruction in preschool classrooms. Dimensions of Early Childhood, 38 (1), 4-10. DEC RP Glossary
Intervention	A set of strategies that are evidence-based, individualized, and support specific individualized developmental and learning objectives across natural environments and inclusive settings in collaboration with families and other professionals.	Wolery, M. (2004). Using assessment information to plan intervention programs. In M. McLean, M., Wolery, & D. B. Bailey, Jr. (Eds.), Assessing infants and preschoolers with special needs (pp. 517-544). Upper Saddle River, NJ: Pearson.
Strength-based	Approaches that concentrate on the inherent strengths of children and their families. It is a philosophy and a way of viewing children and their families as resourceful, resilient, and self-determined.	Green, B. L., McAllister, C. L., & Tarte, J. M. (2004). The strengths-based practices inventory: A tool for measuring strengths-based service delivery in early childhood and family support programs. Families in Society, 85(3), 326-334.

References

Ackerman, D.J., & Coley, R.J. (2012). State pre-K assessment policies: Issues and status. Policy information report. Educational Testing Service https://files.eric.ed.gov/fulltext/ED529449.pdf.pdf

Adrihan, S.A., Winchell, B.N., & Greene, S.J., Transforming early intervention screening, evaluation, assessment, and collaboration practices: Eligibility for children impacted by trauma. Topics in Early Childhood Special Education, 38(3), 174-184.

Barnes, N., Fives, H., & Dacey, C.M. (2017). U.S. teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107-116.

Brown, C.P. (2013). Reforming preschool to ready children for academic achievement: A case study of the impact of pre-K reform on the issue of school readiness. Early Education and Development, 24(4), 554-573.

Cannella-Malone, H. I., Sabielny, L. M., Jimenez, E. D., & Miller, M. M. (2013). Pick one! Conducting preference assessments with students with significant disabilities. Teaching Exceptional Children, 45(6), 16-23.

Chang, Y., Shire, S. Y., Shih, W., Gelfand, C. & Kasari, C. (2016). Preschool deployment of evidence-based social communication intervention: JASPER in the classroom. Journal of Autism and Developmental Disorders. DOI10.1007/s10803-016-2752-2

DeLuca, C., Valiquette, A., Coombs, A., LaPointe-McEwan, D., & Luhanga, U. (2018). Teachers’ approaches to classroom assessment: A large scale survey. Assessment in Education: Principles, Policy, and Practice, 25(4), 355-375.

Hosp, M.K., Hosp, J.L., & Howell, K.W. (2016). The ABCs of CBM: A practical guide to curriculum-based measurement (2^nd ed.). Guilford Press.

Jablon, J. (2010, December). Taking it all in: Observation in the classroom. Teaching Young Children, 4(2), 2427. https://www.isbe.net/Documents_KIDSWebsiteResources/Taking%20it%20all%20in.pdf.pdf

Jablon, J. R., A.L. Dombro, & M.L. Dichtelmiller. 2007 (2d ed.) The Power of Observation. Washington, DC: Teaching Strategies.

Kim, K. (2016). Teaching to the data collection? (Un)intended consequences of the online child assessment system, “Teaching Strategies GOLD.” Global Studies of Childhood, 6(1), 98-112.

Li, Z., Gooden, C., & Toland, M.D. (2019). Reliability and validity evidence for the Hawaii Early Learning Profile, Birth– 3 Years. Journal of Early Intervention, 41(1), 62-83.

Linder, Toni W, Transdisciplinary Play-Based Assessment: A Functional Approach to Working with Young Children. (2nd Edition). Baltimore: Paul H. Brookes.

Bagnato, S., Goins, D., Pretti-Frontczak, K., & Neisworth, J. (2014). Authentic Assessment as “Best Practice” for Early Childhood Intervention: National Consumer Social Validity Research, Topics in Early Childhood Special Education, 1-12.

Cornelius, K. E. (2014). Formative assessment made easy: Templates for collecting daily data in inclusive classrooms. Teaching Exceptional Children, 47(2), 112-118.

Glascoe, F. & Marks, K. (2011). Detecting children with developmental-behavioral problems: The value of collaborating with parents. Psychological Test and Assessment Modeling, 53(2), 258-279.

McConnell, S. R., & Rahn, N. L. (2016). Assessment in Early Childhood Special Education. In Handbook of Early Childhood Special Education (pp. 89-106). Springer International Publishing.

Pierucci, J., Barber, A., Gilpin, a., Crisler, M., Klinger L. (2015). Play assessments and developmental skills in young children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 30(1), 35-43.

Pooch, A., Natale, R., & Hidalgo, T. (2019). Ages and Stages Questionnaire: Social-Emotional as a teacher-report measure. Journal of Early Intervention, 41(1), 3-12. Focus on reliability and validity

Pool, J.L., & Hampshire, P. (2020). Planning for the authentic assessment using unstructured and structured observation in the preschool classroom. Young Exceptional Children. 23(3), 143-156

Pyle, A., & DeLuca, C. (2013). Assessment in the kindergarten classroom: An empirical study of teachers’ assessment approaches. Early Childhood Education Journal, 41(5), 373-380.

Schacter, R.E., Strang, T.M., & Piasta, S.B. (2017). Teachers’ experiences with a state-mandated kindergarten readiness assessment. Early Years: An International Journal of Research and Development, 1-17.

Shire, S. Y., Shih, W., Chang, Y. C., & Kasari, C. (2018). Short Play and Communication Evaluation: Teachers’ assessment of core social communication and play skills with young children with autism. Autism, 22(3), 299-310.

U.S. Department of Health and Human Services. (2014, March). Birth to Five: Watch me thrive! A compendium of screening measures for young children. BIRTH TO 5: WATCH ME THRIVE! (hhs.gov).pdf

U.S. Department of Health and Human Services. (2019). School readiness. Retrieved from https://eclkc.ohs.acf.hhs.gov/school-readiness/article/head-start-approach-school-readiness-overview

Williams, M. E., Zamora, I., Akinsilo, O., Chen, A. H., & Poulsen, M. K. (2018). Broad developmental screening misses young children with social-emotional needs. Clinical Pediatrics, 57(7), 844-849.

Zweig, J., Irwin, C.W., Kook, J., & Cox, J. (2015, April). Data collection and use in early childhood education programs: Evidence from the Northeast region (REL 2015-084). Washington, D.C.: U.S. Department of Education, Institute of Education Sciences National Center for Education Evaluation and https://files.eric.ed.gov/fulltext/ED555737.pdf.pdf

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EI/ECSE Standards Curriculum Modules

Standard 4: Assessment Processes

Topics

Sample Syllabi, Learning Activities, and Practicum Application

Sample Syllabi

Learning Activities

Practicum Application

Case Study & PD Guides

Multimedia Illustrations

Resources

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