SCORING RELIABILITY BY EARLY CHILDHOOD EDUCATORS ON A CURRICULUM BASED ASSESSMENT

Author

Brigid S. Taylor, University of KentuckyFollow

Date Available

7-23-2018

Year of Publication

2018

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department/School/Program

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Jennifer Grisham

Abstract

The purpose of this study was to investigate if early childhood educators could reliably score items using a new scoring system for the Assessment, Evaluation, and Programming System for Infants and Children (AEPS; Bricker, 2002). The participants were university students completing their certification in Interdisciplinary Early Childhood Education (IECE) at the University of Kentucky (UK). The six participants completed training on implementing the AEPS and administered the AEPS to measure child outcomes. The results of this study validated the new scoring system for the AEPS by illustrating that the participants could reliably score a curriculum based assessment.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2018.284

Recommended Citation

Taylor, Brigid S., "SCORING RELIABILITY BY EARLY CHILDHOOD EDUCATORS ON A CURRICULUM BASED ASSESSMENT" (2018). Theses and Dissertations--Early Childhood, Special Education, and Counselor Education. 64.
https://uknowledge.uky.edu/edsrc_etds/64