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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: New in last year [remove]; Full Text:yes [remove]; Classification:Assessment & Measurement [remove];
16 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 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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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 |
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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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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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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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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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