Psychometric Properties of the Assessment, Evaluation, and Programming System for Infants and Children–Third Edition (AEPS-3)

Jennifer Grisham, Misti Waddell, Rebecca Crawford, Michael Toland

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

The purpose of this article is to provide evidence of the technical adequacy of the Assessment, Evaluation, and Programming System–Third Edition (AEPS-3). The AEPS has long been identified as one of the most psychometrically sound early childhood curriculum-based assessments. In this article, results of three studies of technical adequacy are reviewed. First, a utility study was conducted to examine the degree to which teachers and providers found the AEPS-3 useful for its intended purposes (i.e., goal development and programming). Second, we examined the interrater reliability of the AEPS-3 by having teachers and providers view videotapes and score AEPS-3 items. Finally, a concurrent validity study was conducted, whereby a group of children were assessed using a norm-referenced assessment and the AEPS-3. Results of all three studies show provide early evidence that the AEPS-3 is psychometrically sound.

Original languageEnglish
Pages (from-to)24-37
Number of pages14
JournalJournal of Early Intervention
Volume43
Issue number1
DOIs
StatePublished - Mar 2021

Bibliographical note

Publisher Copyright:
© 2020 SAGE Publications.

Keywords

  • assessment
  • components of practice
  • curriculum-based assessment
  • measure development (psychometrics)
  • measurement
  • research methods
  • technical adequacy
  • young children

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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