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Assessment of Young Children from Culturally Diverse Backgrounds: A Journey in Progress

Washington Research Institute

Angela Losardo

Appalachian State University

Young Sook Lim

Washington Research Institute

Alternative assessment approaches to standardized, norm-reference tests are increasingly recommended as best practice for assessing young children, especially those from minority backgrounds. This article discusses the cultural biases of traditional assessment approaches used with preschool- and kindergarten age-children, arguing for the need to broaden assessment practices to meet the needs of culturally and linguistically diverse populations. Four alternative approaches are described that can be integrated into everyday routines and can draw on the observations and interactions with children and families. These approaches are discussed in terms of their relevance to children and families with vastly different backgrounds within a transdisciplinary framework. Recommendations are provided for professionals who wish to adopt these approaches.

Assessment for Effective Intervention, Vol. 29, No. 1, 39-51 (2003)
DOI: 10.1177/073724770302900105


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