Assessment for Early Intervention; Evaluating Child Development and Learning in Context

Ballard, Keith

doi:10.1007/978-1-4899-3292-1_6

Cited by 1 publication

(3 citation statements)

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“…To assess the abilities of children from diverse cultural and linguistic backgrounds, the influences of contextual, social, and cultural factors must be taken into consideration (Ballard, 1991;Gutierrez-Clellen & Quinn, 1993;Hernandez, 1994). Generally, standardized tests are inappropriate for preschool children, but especially so for children from diverse backgrounds or with disabilities.…”

Section: Contextual Influences On the Measurement Of Behaviormentioning

confidence: 99%

“…Standardized testing continues to assume that development is a linear incremental process, although contemporary views emphasize the child is an active and self-regulating contributor to development (Thelen & Smith, 1994 (Ballard, 1991).…”

Section: Alternative Pathways In Developmentmentioning

confidence: 99%

“…This perspective of assessment is viewed as more than just a measurement process (Ballard, 1991;McConnell, 2000), and as an ongoing process of gathering information and answering questions about specific aspects of a child's knowledge, behavior, skill, or (Shepard, 2000). Following are some examples in which a traditional approach to testing would not likely yield a comprehensive and accurate picture of a child's ability.…”

Section: Alternative Assessment Approachesmentioning

confidence: 99%

See 2 more Smart Citations

Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress

Notari-Syverson

Losardo

Lim

2003

Assessment for Effective Intervention

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Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to broaden assessment practices to meet the needs of culturally and linguistically diverse populations. Four alternative approaches are described that can be integrated into everyday routines and can draw on the observations and interactions with children and families. These approaches are discussed in terms of their relevance to children and families with vastly different backgrounds within a transdisciplinary framework. Recommendations are provided for professionals who wish to adopt these approaches.

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Section: Contextual Influences On the Measurement Of Behaviormentioning

confidence: 99%

Section: Alternative Pathways In Developmentmentioning

confidence: 99%