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An early childhood assessment tool was developed by the author to fill a need for an observational, authentic, child assessment instrument that would include the measurement of social and emotional development, help guide teachers towards best curriculum practices, and meet common criteria for effective, appropriate, and equitable assessment. Theoretical constructs of interactionalism, multiple intelligences, dispositions, and developmentally appropriate practices were used to inform the construction of the tool. In addition, the author hoped to develop a tool that would be effective for use as a Head Start program evaluation research instrument. Research methods involved a representative random sample of 200 children in four early childhood programs in two northwest states and the use of two different surveys, one completed by 15 early childhood experts and one by 114 users of the assessment. The Oregon Assessment was found to be an instrument with an acceptable degree of item, curricula, and construct validity; a high level of test-retest, inter-rater, and internal reliability (coefficient alpha = .879); and an acceptable degree utility. Only one item out of 60 was found to have low item validity, and three other items were rated lower than others (although generally positive) on both item and curricula validity. It was found to have significant but moderate congruent validity with total scores on The McCarthy Scales for Children and The Vineland Adaptive Behavior Scales. Users throughout the U.S. found it generally useful – nearly 87 of respondents agreed or strongly agreed that the results accurately reflect the skills, behaviors, and abilities of their children. The length of time it takes to administer emerged as a concern from some users. Recommendations were made to refine the instrument and user manual and to develop a shorter version. It was found to have great potential use as a research instrument for program evaluation and for promoting best practices in early childhood programs.