High-Quality Early Childhood Assessment: Learning from States' Use of Kindergarten Entry Assessments

Autor/inn/en	Yun, Cathy; Melnick, Hanna; Wechsler, Marjorie
Institution	Learning Policy Institute
Titel	High-Quality Early Childhood Assessment: Learning from States' Use of Kindergarten Entry Assessments
Quelle	(2021), (124 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Quality; Early Childhood Education; Developmentally Appropriate Practices; Student Evaluation; Kindergarten; School Readiness; Child Development; Evaluation Methods; Program Implementation; Screening Tests; Formative Evaluation; Educational Diagnosis; Georgia; Illinois; California + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Entwicklungsbezogene Bildung; Schulnote; Studentische Bewertung; Readiness for school; School ability; Schulreife; Kindesentwicklung; Screening-Verfahren; Pedagogical diagnostics; Pädagogische Diagnostik; Kalifornien
Abstract	High-quality early childhood programs aim to foster children's learning through developmentally appropriate practices and environments. Early childhood assessments, when well designed and well implemented, can support developmentally appropriate early learning experiences by providing information to guide instruction and support whole child development. While some states use common early childhood assessments during preschool, most states begin assessing children's skills and knowledge with a kindergarten entry assessment (KEA). KEAs, administered in the early weeks of kindergarten, provide a snapshot of individual children's development. Some of these KEAs are part of assessment systems that begin before kindergarten and/or continue throughout the kindergarten year or into the primary grades. As of 2021, 38 states have a KEA--more than a fivefold increase in 10 years, which was spurred by federal policy that required states receiving Race to the Top--Early Learning Challenge grant funds to implement statewide KEAs. This report has examined prior research on assessing young children, scanned practices across states and districts, and highlighted promising examples to illuminate how KEAs can support equitable learning. It provides insights into how to choose high-quality assessments, the implications of different assessment choices, and how to effectively use KEAs as part of strong statewide early learning assessment systems. [For the research brief, see ED614432.] (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01