4 Approaches to Gathering AEPS-3 Test Information

Did you know you can gather AEPS®-3 Test information using different configurations of children and activities? In this post, we’ll take a look at four distinct approaches you can take to obtaining test information.

One Child–One Area

When assessing one child in one area, you can structure both the center-based and home-based activities to ensure availability of materials and equipment for the selected area. For example, assessing the Gross Motor area might involve making sure riding toys, steps, and enough space to run and jump are available. To assess the Cognitive area, you might plan an assessment activity that provides the child with many opportunities to demonstrate an understanding of concepts such as color, shape, and size. As the child engages in the activity, you can take descriptive notes or, preferably, compare the child’s response with AEPS-3 Test item criteria and score the CODF for the target area.

One Child–Multiple Areas

The more efficient method for assessing one child is to do so across areas simultaneously, but this approach requires familiarity with a range of AEPS-3 Test items. For example, while assessing a child’s gross motor skills, you may also be able to assess language and social skills by observing the level of expressive language the child uses during play and the types of peer interactions.

Several Children–One Area

There are obvious advantages to assessing more than one child at a time. Because assessing several children at the same time requires practice and familiarity with the AEPS-3 Test items, it is important to become comfortable with targeted observations. Assessing several children in a single area is the logical place to start. For example, if three children are in a gross motor play area, you might observe and record all three children’s gross motor skills as they engage in a variety of activities. If all test items are not addressed for all of the children, you will need to follow up with planned assessment activities that will elicit the missed items. (For descrip­tions of 10 home-based and 10 center-based AEPS-3 Assessment Activities, see Chapter 4, Appendices 4A and 4B, in AEPS-3 Volume 2.)

Several Children–Multiple Areas

The most efficient assessment strategy is to assess several children across a range of developmental areas. Using this strategy requires considerable practice and knowledge of the AEPS-3 Test, so if you choose it, consider using the AEPS-3 Assessment Activities described in Chapter 4 of AEPS-3 Volume 2.

If you’re a new user of the AEPS-3 Test, begin with the first approach: assessing one child in one area. Once you’re comfortable with that, move on to assessing one child across areas. Once you have become familiar with the AEPS-3 Test, you can shift to the more efficient third and fourth approaches to assess several chil­dren in one area or across areas. Whichever approach you use, the information you gather will help you develop meaningful learning goals and plan instruction and intervention that meets each child’s needs.

This post has been adapted from Bricker, D., & Johnson, J. J. (Eds.). (2022). AEPS®-3 Volume 2: Assessment, Brookes Publishing Co.