Key Terms

Assessment

The process of observing, gathering, and/or recording information for the purpose of making evaluative decisions.

Quantitative perspective

An approach in which assessment is viewed primarily as an objective measurement process that results in a numerical representation of children’s behaviors and abilities. The process begins with the identification of well-defined target behaviors, which are usually tested in prespecified and standardized conditions.

Qualitative perspective

An approach in which assessment is viewed as the documentation of more complex and holistic behaviors as they occur in natural environments. Methods such as observations, interviews, and questionnaires provide information on qualitative aspects of behaviors.

Formal assessment

Tests that yield information on a preset content and have specified guidelines for administration. Information is usually collected on a one-time basis and compared with normative data. Standardized tests belong to this category.

Nonformal assessment

Structured and systematic observations of behaviors within meaningful, context-bound activities (e.g., children’s block constructions, drawing, writing, dramatic play, conversations about books, participation in class discussions).

Categorical tools

Assessment tools that have predetermined categories into which all events and behaviors are coded during the observation. This type of observation can be quantified and summarized by a numerical representation. Typical examples of categorical tools are rating scales and checklists.

Narrative tools

Systematic and detailed written descriptions of behaviors. Narrative tools include journals, running records, anecdotal notes of observations of critical incidents, and ethnographic notes recorded during observations.

Descriptive tools

Verbatim accounts of actual language use (e.g., language transcripts) that provide a detailed record of behaviors and a description of various contexts.

Norm-referenced assessment

Tests that provide information on how a child is developing in relation to a larger group of children of the same chronological age. Items are chosen based on statistical criteria, such as the percentage of children who master a particular skill at a certain age or whether the item correlates well with the total test.

Criterion-referenced assessments

Tests that measure mastery of specific objectives defined by predetermined standards of criteria. Items are usually sequentially arranged within developmental domains or subject areas. Numerical scores represent the proportion of the specific domain or subject area that the child has mastered.

Curriculum-based assessment (CBA)

A form of criterion-referenced measurement in which assessment and curricular content are coordinated to address the same skills and abilities. It is used as a direct means for identifying a child’s entry point within an educational program and for refining and readjusting instruction.

Reliability

Refers to the consistency or stability of test performance over time and across observers. If a child is tested twice, within a short time period, the test should yield similar scores. Also, two testers independently testing a same child should obtain similar test results.

Validity

Refers to the extent to which a test measures what it is supposed to measure. If a test is said to assess pragmatic language, for example, it is important that items represent an adequately comprehensive range of skills that are specifically pragmatic, such as turn taking and topic elicitation.

Screening

An assessment conducted to determine whether the child needs further assessment in one or more areas of development.

Diagnostic assessment

An assessment conducted to determine whether a problem exists, to identify the nature of the problem, and to ascertain whether the child is eligible for services.

Program assessment

An assessment conducted to determine a child’s current skill level or baseline skills before intervention.

Evaluation

An assessment conducted to determine progress over time by comparing a child’s skills before and after intervention.

Embedded approaches

Assessment approaches in which opportunities to observe the child’s behavior are embedded within the natural context. This approach focuses on providing the child with multiple opportunities to perform skills across domains of development with different people, using different materials, in multiple environments.

Authentic assessment

A type of performance assessment in which a profile of the child’s abilities are documented through completion of real-life tasks. Authentic models are based on the assumption that behavior must be observed in real-life contexts.

Mediated assessment approach

Assessment approach in which guided teaching is used to provide information on the child’s responsivity to instruction and his or her mastery of the language of instruction.