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Assessment in Early Childhood Intervention

The Authentic Assessment Alternative

The 4th Annual Educational Psychological Forum

22 - 23 November 2011

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“Misrepresenting children through

mismeasuring them denies children their

rights to beneficial expectations and

opportunities”

(Neisworth & Bagnato, 2004, p.19).

Authentic Assessment Definition

“Authentic Assessment refers to the

systematic recording of developmental

observations over time about the

naturally occurring behaviours and

competencies of young children in daily

routines by familiar and knowledgeable

caregivers in the child’s life”

(Bagnato & Yeh Ho, 2006 p. 29)

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What are the advantages of the

Authentic Assessment model?

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Conventional testing

Authentic Assessment

Low treatment validity

Directly informs intervention

What are the advantages of the

Authentic Assessment model?

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Conventional testing

Authentic Assessment

Scripted standardised procedures

to sample skills and behaviours

(to preserve reliability and validity

of normative measures)

Naturally occurring behaviour

What are the advantages of the

Authentic Assessment model?

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Conventional testing

Authentic Assessment

Norms?

•Consistent with Principles of EI,

Specialist Service Standards,

and Te Whāriki

•Evidence based

What are the advantages of the

Authentic Assessment model?

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Conventional testing

Authentic Assessment

Need to be administered by

appropriately qualified

professional

Encourages collaboration

between members of the team

around the child and whānau

? ?

Level 1

Level 2

Level 3

Conversations and interviews

Gathering information from:

parents, educators, child, other professionals

Semi Structured methods

The use of frameworks and models

Observation

Criterion referenced assessment tools

Curriculum based assessment tools

Structured/Formal Tools

Manualised tests

Standardised tests

Analysis

Assessment questions

Implementing Authentic Assessment

– keeping it R-E-A-L

Macy & Bagnato 2010

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Roles

Plan assessment together (perhaps with

an “orchestrator”)

Familiar adults and caregivers gather

information over time (multiple viewpoints

are valued)

Information used to collaboratively

develop learning goals and plan

intervention

Equipment

Use familiar materials where possible

Assessment tools, such as structured

interview schedules, checklists, or

rating scales may be used

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Assessment

Systematic observation and record

keeping

Natural or facilitated (sometimes need

to set up activities)

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Location

Natural settings wherever possible

Focus on functional skills –

behaviours useful for meeting

challenges of daily life

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References

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. KEDI Journal of Educational Policy, 3(1), 23-

43.

Macy, M., & Bagnato, S.J. (2010). Keeping it “R-E-A-L” with Authentic

Assessment NHSA Dialog: A Research-to-Practice Journal for the Early

Intervention Field, 13 (1), 1-20.

Neisworth, J. T., & Bagnato, S. J. (2004). The mismeasure of young children:

the authentic assessment alternative. Infants and Young Children, 17

(3),198-212.

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