DEVELOPMENTAL ASSESSMENT OF YOUNG CHILDERN 4

Developmental assessment of Young children 4 (1+3)

Lesson 13:Early childhood Assessment

Special considerations /Guide lines while assessing preschool children

• The examiner should know the developmental history of the child before actual assessment to know the suitability of the test – too difficult items or may not be culture fair.
• The child may have difficulty in understanding the instructions due to language barrier which may lead to incorrect results and unfair testing for the child.
• It is important to have reevaluations and continuous monitoring due to rapid developmental changes during this period.
• Should consider environmental areas in assessment.
• Testing session should be structured in such a way that it should allow optimum response from the child.
• Length of testing, establishing rapport, nature of instructions also should be considered.
• Child should not be subjected to multiple examiners for multiple testing.
• Testing sessions should be like play to sustain the child’s attention.
• Standardized tests should only be used when they can result in improving services and outcomes beneficial to the child.
• No single test should be used to make important decisions for any child.
• A battery of assessments is a more appropriate strategy for assessment and decision making.
• Assessment of any kind should relate to the goals and objectives of the programme.
• Results of the assessment should guide planning and teaching.
• The test should not have too many or too less items.
• Test items are easy to administer.

According to National Association for the Education of Young children’s Report important points to be considered include

• Standardized tests should be reliable and valid
• Decision should be taken based on multiple scores and not on single test score
• Standardized tests should only be used for the purposes for which they are intended.
• Test results should be interpreted cautiously and accurately to the parents.
• Tests should be chosen that match the theory, philosophy and objectives of the available educational programme.
• Testing should be done by someone who is sensitive to the developmental needs of young children.
• Testing must be sensitive to individual diversity.