AN INTRODUCTION TO THE AEPS-3 AND RESULTS OF A FIELD TEST STUDY
Bibliographic record
Abstract
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.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.007 |
| Meta-epidemiology (narrow) | 0.002 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.007 | 0.003 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.027 | 0.012 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".