Assessment, Evaluation, and Programming System for Infants and Children: What are Salient Development and Research Factors to Consider?

Abstract

Early childhood professionals are increasingly pressed to use evidence-based measures when assessing young children. Professional time and resources to investigate research is limited, and takes time away from the delivery of direct services. The literature review is to describe the progression of a widely used curriculum-based assessment (CBA), the Assessment, Evaluation, and Programming System for Infants and Children (AEPS). In addition to sharing the development of this early childhood measure, we identified 19 studies from the available research found in various databases that have investigated the evidence supporting the use of this measure. Findings have implications for the validity, reliability, and utility of the AEPS.

What are Convergence and Divergence in How Parents and Educators Interpret Child Development When Preschoolers Transition to Kindergarten?

“…The social emotional area was the social area from the second edition. The AEPS has a long history and since its inception has included the social area, however in the AEPS-3 multiple items were changed or revised in the third edition of the AEPS-3 with many remaining the same (Macy, Chen, & Macy, 2019). Many of the parental comments in the openended section of the AEPS-3 FACS corroborate results from the strong correlations.…”