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.
|Number of pages||14|
|Journal||Journal of Early Intervention|
|State||Published - Mar 2021|
Bibliographical notePublisher Copyright:
© 2020 SAGE Publications.
- components of practice
- curriculum-based assessment
- measure development (psychometrics)
- research methods
- technical adequacy
- young children
ASJC Scopus subject areas
- Pediatrics, Perinatology, and Child Health
- Developmental and Educational Psychology
- Psychiatry and Mental health