Janie Schutte

EED 280

Compare and Contrast: Direct Assessment and Observation-Based Measures

Direct Assessment and Observation-Based Measures are both important tools of assessment used

in Early Childhood Education. Many educators in this field are familiar with the various uses of these

tools. However, they may not be aware of the several differences and similarities these tools share.

Direct Assessment, a known predictor of school achievements, involves both a child and an adult

to determine what requests a child follows. The adult participating in this type of assessment may be

someone that is unfamiliar with the child. This may or may not cause difficulty in the direct assessment,

amongst other issues. A child may struggle with being able to focus and not respond in a consistent

manner to the adult. Structured forms of assessment are not for every child, but direct assessment does

provide information on academic achievements. These achievements can tie back into Kindergarten

readiness, as the direct assessments can discover a childs academic abilities. Mathematica Policy Search

reports on a study by La Paro and Pianta (2000) that found that about 25 percent of the variance in

academic achievement in primary grades were predicted by assessment administered in Preschool or

Kindergarten. (pg.203) The academic achievements of these children may be used on a broader scale,

such as a research project like the Early Childhood Longitudinal Study. This study may further examine

something such as school readiness, which may explain the results from the La Paro and Pianta (2000)

research study. Unlike Direct Assessment, Observation-Based Measures follow a different route when it

comes to its focus and various uses.

Observation-Based Measures focus on what a child can and cannot do, as shown in evidence such

as daily classroom activities. These observations will typically include a checklist that will be completed

by the teacher or caregiver. The checklists may cover several developmental domains including cognitive,
social, emotional and physical. Information that is collected from these checklists provide the instructor

with data to help further understand the childs capabilities and identify any possible difficulties. This

information can also be found helpful to educators when planning instruction. The idea of Observation-

Based Measures being helpful in instruction is per NAEYC (National Association for the Education of

Young Children) and NAECS (National Association of Early Childhood Specialists in State Departments

of Education)s recommendations. Despite the recommendations for Observation-Based Measures in

Early Childhood practices, there are still two issues. These issues include necessary research to be

completed for program evaluations and accountability, as well as limited data availability. Above all else,

observations provide educators with specific knowledge of their students. This knowledge will help

educators in further helping students to becoming successful learners.

Through the various contrasts shown in Direct Assessment and Observational-Based measures, it

is almost surprising to discover their similarities. Both forms of assessment are known to be not

completely satisfactory, and have notable challenges involving program evaluation and accountability

purposes. Besides these traits in both assessments, they do have a positive common ground. Direct

Assessment and Observational-Based measures each enable an ongoing possibility of assessment

monitoring. Overall, the greatest similarities in these assessment tools are to help educators and provide

continual success efforts in a childs education.

In my opinion, I feel that the best method of assessment in this case is observational-based

measures. Direct Assessments seem more intimidating for a child, rather than observational-based which

involves the childs daily classroom life. The direct assessments also may involve adults which are

unfamiliar to the child, possibly altering any results since the child does not know the individual. Children

should be assessed in familiar environments with people they know, such as caregivers and teachers.

Though I feel both tools are important to educators, I feel observational-based measures will help a child

feel more comfortable and aid in their educational success.

 Reference

Snow, C. E., & B., V. H. (2008). Early childhood assessment: Why, what, and how.

Washington, D.C.: National Academies Press.