The Effects of Outcomes-Driven Authentic Assessment on Classroom Quality

Autor/inn/en	Hallam, Rena; Grisham-Brown, Jennifer; Gao, Xin; Brookshire, Robyn
Titel	The Effects of Outcomes-Driven Authentic Assessment on Classroom Quality
Quelle	In: Early Childhood Research & Practice, 9 (2007) 2, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-5039
Schlagwörter	Performance Based Assessment; Preschool Children; Preschool Education; Preschool Teachers; Federal Programs; Disadvantaged Youth; Program Effectiveness; Intervention; Student Evaluation; Portfolios (Background Materials); Lesson Plans; Pilot Projects; Observation; Language Acquisition; Literacy; Teacher Characteristics; Measures (Individuals); Pretests Posttests; Educational Quality; Early Childhood Environment Rating Scale + Suchen Sie Ihr Suchwort? Leistungsermittlung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Benachteiligter Jugendlicher; Schulnote; Studentische Bewertung; Lesson planning; Unterrichtsplanung; Pilot project; Modellversuch; Pilotprojekt; Beobachtung; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Messdaten; Quality of education; Bildungsqualität
Abstract	Twenty-six Head Start preschool classrooms participated in a yearlong intervention designed to link the Head Start Child Outcomes Framework with authentic assessment practices. Teachers in intervention and pilot classrooms implemented an assessment approach that incorporated the use of a curriculum-based assessment tool, the development of portfolios aligned with the mandated Head Start Child Outcomes, and the integration of this child assessment information into individual and classroom instructional planning. During the intervention period, comparison classrooms continued to use the assessment approach adopted by the local Head Start program, which included the use of a standardized assessment tool and the use of an agency-developed lesson plan form. Intervention and pilot classrooms demonstrated significant improvements on some dimensions of classroom quality as measured by the Early Language and Literacy Classroom Observation (ELLCO) toolkit, whereas comparison classrooms exhibited no change in classroom quality. Implications for practice are discussed. (As Provided).
Anmerkungen	Clearinghouse on Early Education and Parenting, University of Illinois at Urbana-Champaign. 51 Gerty Drive, Champaign, IL 61820. Tel: 877-275-3227; Tel: 217-333-1386; Fax: 217-244-7732; e-mail: ecrp@uiuc.edu; Web site: http://ecrp.uiuc.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01