Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System–Third Edition

Michael D. Toland; Jennifer Grisham; Misti Waddell; Rebecca Crawford; David M. Dueber

doi:10.1177/0271121420981712

Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System–Third Edition

Michael D. Toland
, Jennifer Grisham
, Misti Waddell
, Rebecca Crawford
, David M. Dueber

Research output: Contribution to journal › Article › peer-review

6 Scopus citations

Abstract

Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.

Original language	English
Pages (from-to)	150-161
Number of pages	12
Journal	Topics in Early Childhood Special Education
Volume	42
Issue number	2
DOIs	https://doi.org/10.1177/0271121420981712
State	Published - Aug 2022

Bibliographical note

Publisher Copyright:
© Hammill Institute on Disabilities 2021.

Funding

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Research funding was provided by the Early Intervention Management and Research Group (EMRG), a nonprofit corporation dedicated to the improvement of the AEPS.

Funders
AEPS

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

Keywords

curriculum-based assessment
eligibility determination
measurement

ASJC Scopus subject areas

Education
Public Health, Environmental and Occupational Health

Access to Document

10.1177/0271121420981712

Cite this

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title = "Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System{\textendash}Third Edition",

abstract = "Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.",

keywords = "curriculum-based assessment, eligibility determination, measurement",

author = "Toland, \{Michael D.\} and Jennifer Grisham and Misti Waddell and Rebecca Crawford and Dueber, \{David M.\}",

note = "Publisher Copyright: {\textcopyright} Hammill Institute on Disabilities 2021.",

year = "2022",

month = aug,

doi = "10.1177/0271121420981712",

language = "English",

volume = "42",

pages = "150--161",

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T1 - Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System–Third Edition

AU - Toland, Michael D.

AU - Grisham, Jennifer

AU - Waddell, Misti

AU - Crawford, Rebecca

AU - Dueber, David M.

N1 - Publisher Copyright: © Hammill Institute on Disabilities 2021.

PY - 2022/8

Y1 - 2022/8

N2 - Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.

AB - Rasch and classification analyses on a field-test version of the third edition of the Assessment, Evaluation, and Programming System (AEPS-3), a curriculum-based assessment used to assess young children birth to age 6 years, were conducted. First, an evaluation of the psychometric properties of data from each developmental area of an AEPS-3 field-test version was conducted. Next, cutoff scores at 6-month age intervals were created and then the validity of the cutoff scores was evaluated. Results using Rasch modeling indicated acceptable model fit statistics with reasonable reliability estimates within each developmental area. Classification results showed cutoff scores accurately classified a high percentage of eligible children. Findings suggest that scores from a field-test version of the AEPS-3 are reliable within developmental areas. To the extent allowed by state criteria, early childhood interventionists could possibly use a new field-test version of the AEPS-3 to determine or corroborate eligibility for special education services.

KW - curriculum-based assessment

KW - eligibility determination

KW - measurement

UR - https://www.scopus.com/pages/publications/85103882212

UR - https://www.scopus.com/pages/publications/85103882212#tab=citedBy

U2 - 10.1177/0271121420981712

DO - 10.1177/0271121420981712

M3 - Article

AN - SCOPUS:85103882212

SN - 0271-1214

VL - 42

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JO - Topics in Early Childhood Special Education

JF - Topics in Early Childhood Special Education

IS - 2

ER -

Scale Evaluation and Eligibility Determination of a Field-Test Version of the Assessment, Evaluation, and Programming System–Third Edition

Abstract

Bibliographical note

Funding

UN SDGs

Keywords

ASJC Scopus subject areas

Access to Document

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Cite this