Child Assessment

Critical Issues in Early Childhood Assessment and Accountability

Type: 
Conference Session
Author/Presenter: 

Kathy Hebbeler (ECO at SRI)

Year: 
2007
Abstract: 

Presented at the 2007 Measuring Child and Family Outcomes Conference. Kathy Hebbeler, ECO, defines child assessment, describes the uses of assessment, and discusses the criticial issues of child assessment within the context of program accountability.

Comprehensive Assessment in Early Childhood

Type: 
Conference Session
Author/Presenter: 

Kathy Hebbeler

Year: 
2012
Abstract: 

Presented at the State Kindergarten Entry/Assessment (KEA) Conference. Kathy Hebbeler, ECO, presented on comprehensive assessment in Early Childhood and how assessments can shape policy and improve practice. Specifically, she addressed the purpose or need for assessment in state accountability and program improvement efforts. 

Catch 22s in Using Assessments in Accountability Systems for Young Children

Type: 
Conference Session
Author/Presenter: 

Lynne Kahn

Year: 
2012
Abstract: 

Presented at the National Summit on Quality in Home Visiting Programs. Lynne Kahn, ECO, described the experiences of the ECO Center in determining how to measure outcomes for young children 0-5 with disabilities and their families, and focused on some of the dilemmas posed by the current state of "assessment" of young children.

Building Quality Child Assessment Systems for IDEA Infant/Toddler and Preschool Programs: Where We've Been Lately and Where We Might Be Going Next

Type: 
Conference Session
Author/Presenter: 

Mary McLean (Univ of Wisconsin-Milwaukee)

Year: 
2008
Abstract: 

Plenary session presented at the 2008 Measuring Child and Family Outcomes Conference.

Assuring the Quality of Child Assessment Data

Type: 
Conference Session
Author/Presenter: 

Cornelia Bruckner, Meredith Cathcart, and Patricia Salcedo (CA 619), and Susan Smith (CO 619)

Year: 
2007
Abstract: 

Presented at the 2007 Measuring Child and Family Outcomes Conference.

Presenters discussed strategies and systems for assuring quality assessment data through training and TA, as well as data validation. Training and TA strategies include, for example, a consistent message to personnel through well-developed training modules and standards for trainers delivering professional development. For data validation, strategies include mechanisms in the data system to identify missing data and contradictory responses.

Aiming High: Three Integrated Components of Quality Assessment Systems

Type: 
Conference Session
Author/Presenter: 

Cornelia Bruckner (CA 619), Larry Edelman (Univ of Colorado-Denver), Barb Jackson (Munroe-Meyer Institute, NE), Jan Thelen (NE 619), and Nan Vendegna (CO Birth-5)

Year: 
2008
Abstract: 

Presented at the 2008 Measuring Child and Family Outcomes Conference.

Three states shared key system components that support quality assessment practices and valid and reliable child assessment data. California described data analysis methods used to check the validity of assessment data reported by LEAs; Nebraska described fidelity procedures used to ensure inter- and intra-rater reliability in scoring observational assessments; and Colorado described professional development activities used to support quality assessment skills and practices.

Building good assessment into accountability systems for early childhood programs

Type: 
Paper/Report
Author/Presenter: 
Hebbeler, K., Barton, L., Taylor, C. & Spiker, D. (2011). Building good assessment into accountability systems for early childhood programs. In M. McLean & P. Snyder (Eds.). Young Exceptional Children, Monograph Series No. 13. Gathering Information to make informed decisions: Contemporary perspectives about assessment in early intervention and early childhood special education. 173-198.
Year: 
2011
Abstract: 

The authors discuss the need for quality assessment practices in order to achieve reliable data in tracking outcomes from services to young children with disabilties.

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