1.5: Six Purposes of Early Childhood Assessment

Assessment serves multiple functions in early childhood education, from guiding instruction to ensuring program effectiveness. In the video “Early Childhood Assessment Purposes,” Kristie Pretti- Frontczak (2015) describes the following six purposes of assessment in early childhood programs: (a) planning instruction, (b) revising instruction, (c) accountability, (d) program evaluation, (e) screening, and 6) determining eligibility for special education. When used for each of these purposes, assessment can answer valuable questions to enhance student outcomes and teaching effectiveness.

Watch the video here:

Early Childhood Assessment Purposes - YouTube

Planning and Revising Instruction

Potential Question: What are we doing to help children achieve state learning standards and individualized education program goals?

Assessment provides critical information that helps teachers design instruction that aligns with children's developmental levels, interests, and learning needs (McAfee et al. 2016). Best practices emphasize that assessments should be aligned with instructional goals and integrated into daily teaching practices (NAEYC 2022; DEC 2014). Effective assessment allows teachers to identify instructional strategies that are working and those that need adjustment (Gullo 2013). Assessment data should be used dynamically to inform real-time instructional decisions (NAEYC 2022; DEC 2014). Information about planning and revising instruction will be discussed with more detail in Chapter Five: How to Plan Effective and Meaningful Curriculum Using Observation Data.

Accountability

Potential Question: What are we doing to demonstrate continuous improvement toward state, federal and/or program standards (i.e., early childhood outcomes, Head Start program performance standards)?

In early childhood education, assessment plays a role in accountability at multiple levels. Educators use assessments to demonstrate student progress, while programs and policymakers use data to ensure compliance with quality standards and funding requirements (Shepard et al. 2017). While assessment plays a role in accountability, educators and program administrators are cautioned to not misuse assessment for high-stakes decision-making (NAEYC 2022; DEC 2014). Accountability measures should be developmentally appropriate, equitable, and not cause undue stress for children (Shepard et al. 2017). Additional information about accountability will be discussed with more detail in Chapter Three: Quality Counts.

Program Evaluation

Potential Question: What are we doing to demonstrate continuous improvement toward our program’s mission and/or vision?

Research consistently demonstrates high-quality early childhood programs have significant and lasting benefits for children's cognitive, social, and emotional development. High-quality early learning environments—characterized by well-trained educators, low child-to-teacher ratios, and evidence-based curricula—are associated with improved school readiness, higher academic achievement, and better social-emotional skills (Phillips et al. 2017). Longitudinal studies, such as the Perry Preschool Project and the Abecedarian Project, have shown children who attend high-quality early childhood programs are more likely to graduate from high school, secure stable employment, and have higher lifetime earnings (Heckman et al. 2010). Furthermore, children in quality early learning settings exhibit lower rates of behavioral problems and greater social competence (Yoshikawa et al. 2013).

Maintaining the benefits of a high-quality early childhood program requires a commitment to continuous quality improvement (CQI)—a systematic, data-driven process that ensures early childhood programs evolve to meet the needs of diverse learners. CQI involves ongoing professional development for educators, frequent assessment of program effectiveness, and responsive adjustments based on research and child outcomes (Tout et al. 2013). Without sustained quality improvement efforts, early childhood programs risk stagnation, limiting their ability to provide equitable learning opportunities for all children. CQI can include, but is not limited to, informal program improvement processes, working toward national accreditation from organizations such as NAEYC or quality ratings from a state Quality Rating and Improvement System (QRIS). Additional information about program evaluation will be discussed with more detail in Chapter Three: Quality Counts.

Screening

Screening assessments are a critical component of early childhood programs as they identify the potential need for further intervention, support, and or comprehensive evaluation (NAEYC 2022; Centers for Disease Control [CDC] 2024; NRC 2008). Therefore, when used appropriately, screening assessments can promote positive outcomes for young children. Within early childhood programs, two types of screening assessments are utilized: universal screening assessments and developmental screening assessments.

According to DEC (2021), universal screening assessments are those used in an early childhood multi-tiered systems of support framework. These assessments are often included in a list of universal or Tier 1 supports provided in a high-quality early childhood classroom or program. Potential Question: What actions are we taking to support ALL students’ achievement of specific learning standards?

Universal screening assessments are meant to be used as a systematic (or planned) way of gathering information about a child’s specific set of skills (DEC 2021) and are one component of a program’s multi-tiered system of supports (MTSS). Typically, universal screening assessments are related to literacy, math, and social/emotional skill sets. The goal of universal screening is to ensure that no child is overlooked and that all children are given the opportunity to receive the appropriate support if needed. It is a proactive and preventative measure, aiming to detect potential problems early on, allowing for timely intervention before challenges become more severe. Universal screening assessments are typically brief and standardized, offering a snapshot of a child’s abilities and areas that may require closer monitoring or additional assessment.

Developmental screening assessments examine children’s multiple domains of child development, including cognitive, motor, language, adaptive, and social-emotional skills (Bricker 2002) with the purpose of identifying whether or not there are potential concerns or needs for further or comprehensive assessment. Similar to universal screening assessments, developmental screening assessments are typically brief and offer a snapshot of a child’s abilities. They are often a critical element of Child Find provisions in the Individual with Disabilities Education Act (IDEA; 2004), which require states to implement thorough procedures to discover, identify, and connect children with disabilities—from birth through age 21—to appropriate early intervention or special education services at the earliest possible stage.

Determining Eligibility for Special Education Services and Support

Comprehensive assessments (or sometimes referred to as case study evaluations) help determine whether a child qualifies for special education services under the Individuals with Disabilities Education Act (IDEA; 2004). Comprehensive assessments involve a multidisciplinary team and multiple sources of data, including observations, standardized tests, and parent interviews (McAfee et al. 2016). Eligibility decisions ensure that children with disabilities receive the supports and services they need to succeed. Further information about comprehensive assessment procedures can be found in Chapter Seven: The Purpose, Process, and Practice of Progress Monitoring, Screening, and Eligibility for Special Education Support and Services