![]() Often assessment is not properly designed or appropriately used, often yielding invalid or unreliable results (Gronlund 2003). The current education system, however, “assess student learning … much as we did in 1986, 1966, or 1946, without meaningful reference to what students should demonstrably know and be able to do.” (Angelo 1996, 3). Gronlund (2003) defines assessment as “the various methods used to determine the extent to which students are achieving the intended learning outcomes of instruction” (p. In the past, classroom management and assessment procedures have been viewed as separate from one another however, current trends view both as synergistic partners in achieving effective instruction. “The teacher possesses a repertoire of procedures to ensure optimal learning for all students” (Levin, Nolan, Kerr and Elliot 2005), including assessment procedures that have implications for student motivation, misbehaviour, and the learning process. Classroom management entails all the behaviours a teacher does-consciously or unconsciously-to elicit desired behaviours from students. This study provided further evidence on the versatility and ecological validity of the Classroom Observation Scale for use by preschool teachers and observers with little or no clinical training in the early identification of children with autism spectrum disorder in community settings.Teachers use classroom management to mould the learning environment into a safe, productive and effective place. The Classroom Observation Scale as used by teachers and non-clinically trained researchers helped to identify preschoolers who were later diagnosed with autism spectrum disorder with odds ratios of 3.11 and 8.66, respectively. The 75 screen-positive children and 55 randomly selected typically developing peers were clinically assessed for autism spectrum disorder 1 year later. A total of 534 children (ages 2 10 to 4 5, Mean = 3 8) from nine Chinese-language preschools serving families from lower-middle to middle socioeconomic backgrounds in Hong Kong were observed in their first preschool year using the Classroom Observation Scale. This study examined the reliability and validity of the 13-item Classroom Observation Scale as used by teachers and non-clinically trained observers to identify children who more likely than their peers to have autism spectrum disorder in less-resourced preschools. ![]()
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