Study Guide Questions

1. How do alternative assessment approaches address some of the limitations of traditional assessment approaches?
   
   
2. What important aspects should be kept in mind when assessing children from different cultural and linguistic backgrounds?
   
   
3. Discuss three challenges facing practitioners who wish to adopt and implement alternative models of assessment.
   

Answer Key

1. Alternative assessment approaches
   
   
   • Are consistent with an integrated and holistic view of child development
   • Account for a child’s resiliency and self-regulatory mechanisms
   • Account for the influence of context and culture on learning
   • Involve families in all aspects of the process
   • Involve a collaborative process
   • Use multiple sources of information and multiple methods
   • Are linked to intervention and evaluation
   • Occur in natural contexts
   • Involve real-life, authentic activities
   • Provide information on a child’s responsivity to instruction
     
     
     
2. Before the assessment
   
   a. Learn about the child’s and family’s cultural and linguistic background, as well as the child’s learning style.
   
   b. Ask questions.
   
   During the assessment
   
   a. Explain the purpose of and procedures for the assessment to the child and family members and others who will participate in the process.
   
   b. Provide the child with meaningful and culturally appropriate learning experiences.
   
   After the assessment
   
   a. Avoid making assumptions.
   
   b. Take time to reflect on the information gathered during the assessment.
   
   c. Ask caregivers for their opinions on the representativeness of the assessment results.
   
   d. Solicit feedback from the family and/or the interpreter, if present, on the cultural appropriateness of communication and teaching styles.
   
   
   
3. Any of the following are acceptable responses:
   
   a. Practitioners will need standards on how to interpret and use data collected.
   
   b. The efficiency of data collection efforts must be addressed.
   
   c. Practitioners must be aware of their own biases and preconceived attitudes in using informed clinical judgment.
   
   d. Avoidance of standardized measures will require cross-validation of assessment findings from formal with nonformal measures.
   
   e. School administrators must be willing to employ qualified interpreters when assessors cannot communicate directly with children or caregivers who speak a different language.
   
   f. Implementation of alternative assessment practices will require radical changes in the way personnel are prepared to work with young children and families.