Teachers' Perspectives on Year Two Implementation of a Kindergarten Readiness Assessment

Autor/inn/en	Schachter, Rachel E.; Flynn, Erin E.; Napoli, Amy R.; Piasta, Shayne B.
Titel	Teachers' Perspectives on Year Two Implementation of a Kindergarten Readiness Assessment
Quelle	In: Early Education and Development, 31 (2020) 5, S.778-795 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2019.1679606
Schlagwörter	Teacher Attitudes; Program Implementation; Kindergarten; School Readiness; Student Evaluation; Program Administration; Barriers; Teaching Experience; Instructional Design; Public Schools + Suchen Sie Ihr Suchwort? Lehrerverhalten; Readiness for school; School ability; Schulreife; Schulnote; Studentische Bewertung; Lesson concept; Lessonplan; Unterrichtsentwurf; Public school; Öffentliche Schule
Abstract	In this study we examined teachers' perspectives regarding the second year of implementing a Kindergarten Readiness Assessment (KRA). Using a mixed-methods approach, we focused on the administration process, the perceived benefits of the assessment, and how teachers used the assessment to inform instruction. We also investigated whether these differed by teacher and district characteristics and how KRA experiences were different in the second year of implementation. Research Findings: Teachers generally did not view the KRA as beneficial for instruction or for students, reporting administration difficulties, inadequate KRA content, and limited utility of KRA data for supporting instruction as ongoing barriers to KRA use. Although the administration process seemed to be easier in the second year, teachers still reported it as burdensome, cutting into important beginning of kindergarten activities. Notably, teacher training and experience were associated with perceptions. Practice or Policy: Reasons for perceived lack of utility have important implications for future KRA design and implementation. These include better integration of KRAs into existing assessment systems, recognizing the added burden of KRAs to teachers (particularly at the beginning of kindergarten), and the role that additional training may have in supporting use of KRAs at the local level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01