The Early Childhood Personnel Center

Assessment Tool Review: Students conduct a review of an assessment tool – which may be a screening tool, a norm-referenced assessment, or a criterion-referenced assessment. The review should contain information about the intended purpose of the tool, target age range, domains assessed, reliability and validity information, a description of administration and scoring procedures, and a brief summary of the strengths and limitations of the instrument.

Environmental Rating Scales:  Students administer one of the following environmental rating scales:  the FCCERS-3, the ITERS-3, or the ECERS-3, including scoresheet and profile. The completed scoresheet and profile will be accompanied by a summary of strengths and suggested classroom environment practices to target for change.

Developmental Assessment and Assessment Report:  With a cross-disciplinary team, students conduct a developmental assessment of an infant or young child (birth to 3) and write up the results in an integrated report complete with appropriate recommendations. Students are required to use multiple assessment methods, including one norm-referenced assessment tool (the Battelle Developmental Inventory is strongly recommended), and at least two authentic assessment methods (e.g. observation in the natural environment, parent/caregiver interview, informal observation tool). Formal assessments must be conducted in at least 2 developmental domains (social-emotional and cognitive development at a minimum) but the report should take into account development in all domains. No identifying information should be found anywhere in the assessment report.

REPORT REQUIREMENTS:

Provide a report heading and the headings below.
BACKGROUND INFORMATION (Include identifying information that includes the child’s pseudonym name (e.g., pseudonym –“ child one”), age, grade, date of assessment, home language.)
DESCRIPTION OF THE ASSESSMENT (Briefly describe the assessment tool including its purpose.)
OBSERVATIONS (Describe the assessment environment. Briefly describe the child’s behavior during the assessment, if the assessment administration was valid, and if not why.)
ASSESSMENT RESULTS (Present scores and interpretations in an organized manner (visually). Provide a brief description of subtests and scores. List strengths and needs in each subtest.
RECOMMENDATIONS (Provide a brief description of what the scores suggest about the child’s skill development in relation to eligibility for special education under the category of Developmental Delay)
Provide a signature, name, and date at the bottom.