ECERS-3 Review Alternative Assignment for Spring 2020 (COVID19 Center Shutdown)

In this alternative to actually observing in a classroom and scoring the room, I am asking you to read the test booklet closely and respond to the following questions. You must have access to the ECERS-3 booklet (not the ECERS-R) to complete this assignment. I anticipate a paper that is at least two pages (double spaced, 12 pt. font). Your paper can be written as separate sections for each question. In other words, you do not need to try to tie the sections together into a flowing paper.

1. For each of the 6 subscales, write a brief summary of what is being assessed. Include the title of the subscale, the number of items that make up the subscale and a summary of what is being assessed. In other words, try to create an overview of the aspect of quality that is being assessed in that subscale. Is there anything missing that you would have included in that subscale, if you had been developing the instrument?

2. For each of the 6 subscales, discuss whether or not the items and the way “quality” (a score above a 3) is defined seems reasonable to you. Does this definition seem too stringent or too loose? What would this definition of quality, if applied to a program you are aware of or familiar with, mean to that program. In other words, would it score lower (or higher) than you would have anticipated?

3. Consider the method of assessing a center with the ECERS-3. To do this, read the introductory section carefully, including the recommendation about when to observe, paying special attention to the instructions about what to do if you don’t observe a particular item, etc. What do you think of this approach? Why do you think the authors of this instrument have taken this approach?

4. Discuss the method of scoring each item. In other words, remember that if any of the indicators under a 1 are score “yes” then you cannot score an item any higher than a 1. Relatedly, if you cannot mark all of the indicators “yes” under one of the levels (3, 5, 7) then you cannot score it at that level, and if you can’t mark at least half of the indicators on an in-between level as yes then you can’t assign that score. Does this approach seem reasonable? Why or why not?

5. Discuss your assessment of the usefulness of the ECERS-3. Can you see how a program could use the information that comes from self-assessing with the ECERS-3? Explain your answer—what can a program learn; how can the information gained be used? What do you think of the fact that states, including Washington, are using the ECERS-3 to measure quality in their quality rating improvement system (Early Achievers)?

Scoring Rubric

Items 1 and 2 Each worth 35 points Items 3-5 Each worth 10 points

Each item will be scored 40% on thoroughness (completeness of response—all components of that question addressed fully), 40% on thoughtfulness (the degree to which the response illustrates significant thought and reflection being put into the answer) and 20% on readability and clarity (which assumes few typographical errors, spelling or grammatical errors).

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