A Conceptual Model of Preschool Assessment

Paget, Kathleen D.; Nagle, Richard J.

doi:10.1080/02796015.1986.12085219

Cited by 29 publications

(4 citation statements)

References 30 publications

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“…The measures making up the screening battery assessed cognitive development, motor development, family demographics, and dyadic problem-solving behaviors of mothers and children. These domains were chosen because of their theoretical or empirical importance in the prediction of competence in school (Meisels, 1985; Paget & Nagle, 1986; Ramey, MacPhee, & Yeates, 1982). Instruments were selected on the basis of quality of normative data (if applicable), relations with school adjustment, and ease of administration.…”

Section: Methodsmentioning

confidence: 99%

Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment.

Pianta¹,

Smith²,

Reeve³

1991

School Psychology Quarterly

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Section: Methodsmentioning

confidence: 99%

Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment.

Pianta¹,

Smith²,

Reeve³

1991

School Psychology Quarterly

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“…Formative assessment focuses on understanding a child's ongoing progress, providing feedback for instructional improvement, and facilitating individualized learning. Summative assessment, on the other hand, typically occurs at the end of a period and aims to measure a child's overall outcomes and achievements (Atjonen, 2014;Hawkins et al, 2015;Jenkins, 2010;Paget & Nagle, 1986;Yarime & Tanaka, 2012).…”

Section: Assessment and Evaluation In Early Childhood Educationmentioning

confidence: 99%

Assessment and Evaluation in Adaptive Early Childhood Education: A Comprehensive Review of Practices in Nigeria

Ololade Elizabeth Adewusi,

Nancy Mohd Al Hamad,

Ife Jesuseun Adeleke

et al. 2023

Int. j. appl. res. soc. sci.

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This review paper explores the assessment and evaluation practices within Nigerian early childhood education (ECE). Nigeria's unique cultural diversity, resource constraints, and educational landscape necessitate a nuanced exploration. The paper scrutinizes assessment methods, stakeholder involvement, challenges, and innovative solutions. Implications underscore the need for equitable access, cultural sensitivity, professional development, community engagement, and inclusivity. Recommendations advocate for policy reform, resource investment, cultural competence, research collaboration, transparency, child-centred approaches, community partnerships, formative assessment, and capacity-building. These insights illuminate the path towards improved ECE quality, accessibility, and cultural relevance, fostering brighter prospects for Nigeria's young learners. Keywords: Early Childhood Education, Assessment Practices, Evaluation Practices, Nigeria, Cultural Sensitivity, Equity, Inclusivity

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“…Rapid physical and cognitive developmental changes in young children also differentiate their assessment from assessment of other populations. These changes, often qualitative as well as quantitative in nature, can be captured by assessment instruments but may cause additional concerns in normative comparisons and test development (Paget & Nagle, 1986).…”

Section: The New Law: Practice Issuesmentioning

confidence: 99%

Early intervention: Implications of Public Law 99-457 for professional child psychology.

Short¹,

Simeonsson²,

Huntington³

1990

Professional Psychology: Research and Practice

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We review components of Public Law (P.L.) 99-457 and discuss several concerns related to the practice of psychology and early intervention. P.L. 99-457 establishes a new national blueprint for expanding the opportunities and benefits of early intervention and preschool services to children and families. We examined implications of the new law in terms of the following broad categories: assessment and diagnosis, intervention, planning and case management, program evaluation, and interagency collaboration. On the basis of practice needs in these areas, we propose several areas of needed training for child practitioners.In October of 1986, Congress passed Public Law (P.L.) 99-457, an amendment to the Education of the Handicapped Act (EHA), P.L. 94-142. P.L. 99-457 introduces several new directions in service provision for special children. The law re-authorizes EHA and sets a national agenda for additional and broader services for young special-needs children and their families. It extends all rights and privileges of P.L. 94-142, by the school year 1990-1991, to handicapped children aged 3-5 years. In addition, the mandate establishes a new state grant program for handicapped infants and toddlers (birth through age 36 months) for the purpose of providing early intervention services for all eligible children. Perhaps of most significance, P.L. 99-457 recognizes and emphasizes the singular role of families in the development of their children. The comprehensive scope of this new legislation will have several important repercussions for professional psychology. The purpose of this article is (a) to RICK JAY SHORT received his PhD in school psychology from the University of North Carolina at Chapel Hill in 1984. He is currently an assistant professor in the Department of Counseling and Counseling Psychology at Auburn University. He provides training to students in school psychology, school counseling, and counseling psychology. RUNE J. SIMEONSSON received his PhD in psychology from George Peabody College in 1971. He is currently professor of education and chair of the Department of Special Education and Literary Studies at the University of North Carolina at Chapel Hill.

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A Conceptual Model of Preschool Assessment

Cited by 29 publications

References 30 publications

Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment.

Observing mother and child behavior in a problem-solving situation at school entry: Relations with classroom adjustment.

Assessment and Evaluation in Adaptive Early Childhood Education: A Comprehensive Review of Practices in Nigeria

Early intervention: Implications of Public Law 99-457 for professional child psychology.

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