AN INTRODUCTION TO THE AEPS-3 AND RESULTS OF A FIELD TEST STUDY
Notice bibliographique
Résumé
The AEPS, a curriculum-based, criterion-referenced programmatic assessment tool was developed to collect developmental progress information, primarily of children with disabilities, from birth through age five. First published in 1993 (birth through age two) and 1995 (age three through five) and again in 2003 (2 nd edition), the tool was designed to determine a child's repertoire of skills and to identify next skills needed for developmental progress. One important aspect of the tool was the one-to-one correspondence of assessment and curriculum items. Needed skills identified in assessment, were then matched with the same curriculum skills and provided users with tiered strategies and suggestions to support the child with multiple activity-based practice opportunities. A variety of additional components were available to support using the AEPS and monitoring progress. Components' use was optional and consisted of the AEPS Family Report with both qualitative and quantitative questions, Progress Report, Assessment Activities, IFSP and IEP examples, programming steps, and Social Communication Observation and Summary Forms. Additionally, cut scores were established in 2006 that permitted use of the AEPS to corroborate eligibility, and in 2007 to determine eligibility for early intervention/special education services. The AEPS is considered one of the most functional assessment tools published for use with young children with disabilities. The second edition consists of 455 items, with 248 in Level I (birth through two) and 217 in level 2 (three through five), with approximately 250 programming steps, for children making more incremental progress. Currently, AEPS 2 nd edition has been published in Spanish, Canadian French, Korean, Finnish, and Traditional Chinese. In 2007 a third edition of the AEPS was begun. Changes included consolidating levels into a seamless test (birth through six), adding literacy and math areas, including science items, refinement of test/curriculum items, thorough criteria, improved AEPS components to the 3 rd edition, and importantly, a new curriculum. The AEPS-3 curriculum is divided into three levels; beginning, growing and ready. Each curriculum level includes numerous daily activities and routines with practice opportunities for all items. The AEPS-3 was field tested by 125 teachers with prior AEPS experience, administered to approximately 300 children, to evaluate its psychometric properties; specifically, inter-rater reliability, utility, and concurrent validity. This presentation will 1) report the field study results and introduce AEPS-3's major components; and 2) discuss implications of using a technically sound tool with the diverse ethnicities and cultural backgrounds of children and their families.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,007 |
| Méta-épidémiologie (sens strict) | 0,002 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,007 | 0,003 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,002 | 0,002 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,027 | 0,012 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».