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Program Standard: The program is informed by ongoing systematic, formal, and informal
assessment approaches to provide information on children’s learning and development. These
assessments occur within the context of reciprocal communications with families and with
sensitivity to the cultural contexts in which children develop. Assessment results are used to
benefit children by informing sound decisions about children, teaching, and program
improvement.
Rationale: Teachers’ knowledge of each child helps them to plan appropriately challenging
curricula and to tailor instruction that responds to each child’s strengths and needs. Further,
systematic assessment is essential for identifying children who may benefit from more intensive
instruction or intervention or who may need additional developmental evaluation. This
information ensures that the program meets its goals for children’s learning and developmental
progress and also informs program improvement efforts.
I completed the case study of three year old Alicia in all respects while demonstrating a knowledgeable understanding of the data presented. My analysis included a summary of Alicia’s history, what prompted the assessments, and gave a thorough description of the forms of assessment used (Stanford-Binet V, Vineland Adaptive Behavior Scales, and AGS Early Screening Profiles). I was able to use the assessment data to determine possible causes of Alicia’s developmental delays, which in this case was the possibility of autism, an emotional disturbance, and/or mental retardation. I used Assessing Learners with Special Needs by Terry Overton as a source to support my conclusions of the results of Alicia’s assessment data. Keeping health (physical and emotional) and financial means in careful consideration, I made an appropriate recommendation that contained the direction of obtaining early intervening services and further assessments (in the home and preschool environment). In addition, I recommended therapeutic services that fit in the range of the family’s financial ability since this child has experienced traumatic life events at a critical time in development.
As I was analyzing the data for the ‘case study’ assignment, I was learning
more about the interpretation process of the results. I learned that “The interpretation of data requires that educators understand how to associate numbers with specific levels of performance and how to use the data to compare one student with a national sample.” (Overton p.100) There is much more to interpretation of data than I first understood, and I realized how valuable it is. The misunderstanding of data interpretation leads to false diagnoses of learning disabilities. Inaccurate interpretation can occur when the person administering the tests doesn’t follow directions or isn’t knowledgeable of the subject. It depends on the training the examiner has received. I learned about overinterpretation, which “means that an examiner may report to have assessed a trait, attribute, or characteristic that the instrument is not designed to measure.” (Overton p.64)
Learning and reviewing the importance of accurate recommendations and data interpretations made me realize that it is not something to be taken lightly as it can have a major impact on a child. I learned I need to gain more skills in this area so I can be confident in how I portray recommendations and my interpretation of data. This is something I can carry with me throughout my career of working with children.
Artifact
Case Study
I analyzed assessment data in a case study presented in Assessing Learners with Special Needs by Terry Overton by making appropriate and powerful connections between the issues identified and the assessment concepts studied in the reading, demonstrating complete command of the assessment concepts and analytical tools studied, and by supporting my diagnosis and opinions with strong arguments and evidence.
Assessment of Child Progress
Ashley Foss