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Journal of Child and Family Studies

, Volume 16, Issue 2, pp 209–218 | Cite as

Assessment and Decision-Making in Early Childhood Education and Intervention

  • Paul S. Strand
  • Sandra Cerna
  • Jim Skucy
Original Paper

Abstract

Assessment within the fields of early childhood education and early childhood intervention is guided by the deductive-psychometric model, which is a framework for legitimizing constructs that arise from theories. An alternative approach, termed the inductive-experimental model, places significantly more restrictions on what constitutes a legitimate construct. In this paper, the utility of these two assessment models, one more generative and one more restrictive, are evaluated within the context of a Head Start setting. Given the pragmatic goal of informing instruction, we argue for the superiority of the more restrictive approach. Implications for early childhood intervention are also discussed.

Keywords

Early childhood Education Intervention Psychometrics Curriculum-based assessment 

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Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  1. 1.Department of PsychologyWashington State University Tri-CitiesRichlandUSA
  2. 2.Benton Franklin Head StartRichlandUSA

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