Thursday, October 16, 2008

How do I score goals?

Many people ask how to accurately score a goal on the AEPS Test. The question stems from trying to understand whether or not the associated objectives dictate the goal score, influence, or are any way related.

The answer is rather simple and complex at the same time; however, there are a few guidelines/"rules" to help you score accurately. Click on the following URL for a brief videocast (5 minutes) regarding how to score AEPS goals. You will need a headset or computer speakers.

Keep in mind that the higher the stakes and the less authentic the assessment process, the more conservative teams should be in making scoring decisions. Further, Remember the following about 2's, 1's, and 0's.

•Consistently performs as specified in the criterion •Performs the item independently •Behavior is a functional part of the child’s daily routine •Child uses the skill across time, materials, settings, and people
•Performs the skill inconsistently as specified in the criterion •Performs the item with assistance •Performs only parts of the stated criterion (i.e., the skill is emerging) •Performs the item under specific situations or conditions

•Does not yet perform the item as specified in the criterion even with repeated opportunities or assistance or when modification are made •Child was not observed performing the item because it is not expected based upon knowledge of development


K. Musick said...

Is there any relationship between the results the Social-Communication Observation and Summary Forms, and how the Social Communication Goals are scored?

KPF said...

Please review pages 48-55 of Vol. 1 (Administration Guide) of the AEPS 2nd edition to understand how to use the SCOF and SCSF as well as how to score Strand B and D of Level I and Srand B of Level II.

In general, the number of tally marks per objective on the SCSF does not translate directly to a score (i.e., 0, 1, 2). The number of tally marks should be compared with the specific item criterion listed on the item page in Volume 2.