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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove]; Classification:Assessment & Measurement [remove];
22 results found.|
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Approaches to assessing the language and literacy skills of young dual language learners: A review of the research A summary of a review of the procedures used to assess the language and literacy development of young dual language learners, based on 80 studies from Canada and the United States |
Fact Sheets & Briefs
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Assessing peer relations: A guide for out-of-school time program practitioners A discussion of factors associated with positive peer relations and examples of measures to assess peer relations |
Fact Sheets & Briefs
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Assessing wellbeing at school entry using the Strengths and Difficulties Questionnaire: Professional perspectives Aim: The purpose of this study was to explore the views of pre-school education staff about assessing social and emotional wellbeing of children at school entry using the SDQ. The objectives were to examine the opinions of pre-school workers about completing the SDQ and to elicit their thoughts on the value of doing this and their perceptions of the usefulness of the information collected. Method: Pre-school establishments were approached using a purposive sampling strategy in order to achieve a mix of local authority (n=14) and 'partnership' establishments (n=8) as well as different socio-economic areas. Semi-structured interviews (n=25) were conducted with pre-school head teachers (n=14) and child development officers (n=11) in order to explore the process of completing the SDQ along with perceptions of its value. The interviews were transcribed verbatim and analysed thematically. Results: In general, staff in pre-school establishments viewed the use of the SDQ positively. It was seen as a chance to highlight the social and emotional development of children rather than just their academic or educational ability. Most felt that the SDQ had not identified anything they did not already know about a child. A minority, nevertheless, suggested that a previously unrecognized potential difficulty was brought to light, most commonly emotional problems. Completing the SDQ was felt to be relatively straightforward even though the staff felt under pressure from competing priorities. Concerns were, however, raised about the potential of labeling a child at an early stage of formal education. (author abstract) |
Reports & Papers
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Assessment tools for language and literacy development of young dual language learners (DLLs) A summary of a review of the reliability and validity of measures used to assess the language and literacy development of young dual language learners, based on 7 large-scale government studies and 30 research studies from Canada and the United States |
Fact Sheets & Briefs
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Backgrounder: Developmental screening in childcare An overview of state approaches to the introduction and implementation of developmental screening in child care settings |
Fact Sheets & Briefs
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Developmental assessment of young dual language learners with a focus on kindergarten entry assessment: Implications for state policies A discussion of considerations for the selection and use of state kindergarten entry assessments with the dual language learner population |
Other
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Early learning instructional leaders and strong prek-3rd student assessment systems: The New Jersey story An overview of a training program for prekindergarten through third grade school district administrators in New Jersey on the development of early childhood assessment systems |
Fact Sheets & Briefs
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Examining the use of language and literacy assessments with young dual language learners: Final report A review of the procedures used to assess the language and literacy development of young dual language learners, and an examination of the reliability and validity of the assessments, based on 79 studies from Canada and the United States |
Literature Review
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Mathematics learning, assessment, and curriculum A discussion of what teachers should know about mathematics learning, assessment, and curriculum to develop children's interest and competence in mathematics, based on a select but substantial body of research on young children's learning of mathematics |
Other
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Preparing young Latino children for school success: Best practices in assessments A discussion of the role of early childhood assessment in supporting the school readiness of young Hispanic English language learners, with the example of the Latin American Montessori Bilingual Public Charter School, an early childhood program employing best early childhood assessment practices |
Fact Sheets & Briefs
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Preservice teachers' perceptions of pedagogic documentation techniques in early childhood teacher preparation An examination of which Creative Experiences for Young Children course activities led to an understanding of the principles and methods of using photographic technologies to document, assess and reflect on young children's learning, as well as challenges to their learning this approach, based on data from 22 preservice teachers who participated in the course |
Reports & Papers
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Quality of individualized education program goals of preschoolers with disabilities A documentation of the quality of the goals or objectives in individualized education plans (IEPs) of Portuguese children with disabilities attending inclusive public preschool settings, an examination of the relationship between children's severity of disability and the quality of the IEP goals, and an investigation of the quality of the IEP goals as a function of developmental domain, based on data from 21 randomly selected school groups from the District of Lisbon, Portugal |
Reports & Papers
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Report from Kindergarten Readiness Assessment Workgroup to the Early Learning Council Findings and recommendations for Oregon from an examination of approaches to kindergarten readiness assessment, based on a review of instruments currently in use in Oregon, focus groups with teachers and school administrators, and focus groups and community forums with parents |
Reports & Papers
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Report from Kindergarten Readiness Assessment Workgroup to the Early Learning Council [Executive summary] A summary of findings and recommendations for Oregon from an examination of approaches to kindergarten readiness assessment, based on a review of instruments currently in use in Oregon, focus groups with teachers and school administrators, and focus groups and community forums with parents |
Executive Summary
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Report to the legislature: Recommendations of the Washington Kindergarten Inventory of Developing Skills (WaKIDS) workgroup A discussion of issues related to the implementation of a statewide kindergarten readiness assessment in Washington |
Other
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Report to the legislature: Recommendations of the Washington Kindergarten Inventory of Developing Skills (WaKIDS) workgroup [Executive summary] A summary of a discussion of issues related to the implementation of a statewide kindergarten readiness assessment in Washington |
Executive Summary
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Teacher judgments of preschoolers' math skills A summary of a study of the relationship between teachers' judgments of children's math skills using an indirect rating scale and children's performance on two direct assessments--number sense and geometry and measurement skills, that includes an examination of the alignment between the indirect assessment and the two direct assessments, based on data from 316 preschool children and their teachers, both enrolled in a field trial of a curriculum designed to enhance students' knowledge of math and science |
Fact Sheets & Briefs
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Understanding and choosing assessments and developmental screeners for young children ages 3-5: Profiles of selected measures: Final report A compendium of assessments and developmental screeners for preschool-age children, with profiles of their characteristics, reliability, and validity |
Methods
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Using technology to support progress monitoring and data-based intervention decision making in early childhood: Is there an app for that? A discussion of the practices of progress monitoring and data-based decision making in early childhood programs and the use of computer-based technology in the implementation of these practices, with considerations of the degree to which technology is ready for use in the field, ways in which Infant and Toddler Individual Growth and Development Indicators can aid decision making, challenges to the use of technology in education and medicine, and use of mobile devices |
Other
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WaKIDS pilot: Second report An evaluation of the implementation of the pilot of Washington Kindergarten Inventory of Developing Skills (WaKIDS), a state kindergarten readiness assessment, that examines kindergarten teachers', families', and early learning providers' experiences of WaKIDS, based on teacher, parent, and provider questionnaires, child assessments, teacher and provider focus groups, and parent interviews |
Reports & Papers
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WaKIDS pilot: Second report [Executive summary] A summary of an evaluation of the implementation of the pilot of Washington Kindergarten Inventory of Developing Skills (WaKIDS), a state kindergarten readiness assessment, that examines kindergarten teachers', families', and early learning providers' experiences of WaKIDS, based on teacher, parent, and provider questionnaires, child assessments, teacher and provider focus groups, and parent interviews |
Executive Summary
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Young children reflecting on their learning: Teachers' conversation strategies A study of Learning Stories--stories about learning, documented by teachers, often dictated by children and, in school, written by the learners themselves, as an assessment tool for both facilitating conversations about learning with young children and extending opportunities for young children to reflect on their learning, based on data from a two-year research project with teachers in nine early childhood centers in New Zealand |
Reports & Papers
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