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

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. Research Brief
Quelle	(2021), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Early Childhood Education; Performance Based Assessment; Developmentally Appropriate Practices; Student Evaluation; Kindergarten; School Readiness; Screening Tests; Educational Diagnosis; Formative Evaluation; Child Development; Program Implementation; Illinois; California + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Leistungsermittlung; Entwicklungsbezogene Bildung; Schulnote; Studentische Bewertung; Readiness for school; School ability; Schulreife; Screening-Verfahren; Pedagogical diagnostics; Pädagogische Diagnostik; Kindesentwicklung; Kalifornien
Abstract	Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments (KEAs), in particular, it is important that policymakers understand how to choose and use assessments wisely. This brief summarizes research showing how authentic assessments grounded in guided observation and well-chosen performance tasks can be used to chart children's progress in multiple domains of development and inform instruction. It provides recommendations for state policymakers about how to select, develop, and implement high-quality assessments that can both support instruction and inform policy to improve systems. [For the full report, see ED614431.] (As Provided).
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