EYE: Research Articles

Reliability and Validity of the EYE-TA

Taken from the administration and scoring guide for the EYE-TA, this document provides an overview of the reliability and validity of the tool.

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Classification Criteria for the Early Years Evaluation

This document provides information about the norming and cut-scores used for the EYE tools.

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A Study of Item Bias in the Early Years Evaluation Direct Assessment

By Luana Marotta
Using data from the Early Years Evaluation-Direct Assessment (EYE-DA), an assessment tool that measures children’s early educational development, an empirical study of the problem is offered.

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A Validation Study of the Évaluation de la Petite Enfance-Appréciation de l’Enseignante

By Robert Laurie
Francophone students in New Brunswick face particular challenges ranging from socioeconomic to linguistic. Because of these challenges it is important to screen this population as they begin kindergarten to identify children who are at risk in one or more of the five recognized domains of child development.

One assessment instrument that can screen for at-risk children is the Évaluation de la petite enfance-appréciation de l‘enseignante (ÉPE-AE). It is the French version of the Early Years Evaluation-Teacher Assessment (EYE-TA) and is used by kindergarten teachers as a screening tool to identify kindergarten children who are at risk of negative outcomes.

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Preschool - Benefit from New Skills Assessments

WHEN MY SON ENTERED GRADE 1, his teacher said to me, “I want all children to come to school with shoes that have laces.” This is curious, I thought, because last year the kindergarten teacher had wanted all children to wear shoes without laces. The Grade 1 teacher picked up on my puzzled look, and added, “By age six, all children should be able to tie shoes with laces.” She is probably right, as being able to tie your shoes is a practical skill, and, at some point, not having this skill could be socially stigmatizing

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Four Educational Myths That Stymie Social Justice

Four myths that underlie persistent, but ineffective, practices in early literacy education are analyzed in this article. Such analysis is essential because literacy disadvantage ultimately is an issue of equity - a matter of social justice. Research shows that these practices can be refuted and that optimal early literacy outcomes are possible for all students when parents, teachers, and school administrators serve as agents of equity.

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