Data previously available from Research Connections are now available from the Child & Family Data Archive. Child care and early education research, publications and other resources remain on Research Connections.

For the best experience, please use Chrome, Firefox, Safari, or Edge.

What do we know about how early childhood teachers use ongoing assessment?

Resource Type: Fact Sheets & Briefs
Author(s): Akers, Lauren; Del Grosso, Patricia; Atkins-Burnett, Sally; Monahan, Shannon; Boller, Kimberly; Carta, Judith J.; Wasik, Barbara A.;
Date Issued: June, 2015
Publisher(s): United States. Administration for Children and Families. Office of Planning, Research and Evaluation
Description: Recently, practitioners, researchers, and policymakers have placed greater emphasis on early childhood education (ECE) teachers' use of ongoing assessments to track children's progress and tailor instruction to each child's unique strengths, needs, and interests. Ongoing child assessment involves repeated assessments and observations of a child's performance and progress over time. Using ongoing child assessment to tailor or individualize instruction for each child is considered a best practice in early education programs and is a requirement in the Head Start Performance Standards. To learn more about the use of ongoing assessment in early education, the Office of Planning, Research & Evaluation funded a project in fall 2012 to explore how teachers use children's data to tailor instruction for each child. The project's goals are to (1) review the existing literature and develop a conceptual framework of ECE teachers use of ongoing child assessment to individualize instruction and (2) create a measurement tool to examine this process further. This brief summarizes findings from the review of the literature on ongoing assessment in early childhood, including what we know, what we still need to learn, and some recommended practices for using assessments to support children's learning and development. (author abstract)
show entire record ↓
Data Collector(s): Mathematica Policy Research, Inc.
Funder(s): United States. Administration for Children and Families. Office of Planning, Research and Evaluation
Source: (OPRE Brief #2015-60). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation. Retrieved from http://www.acf.hhs.gov/sites/default/files/opre/what_do_we_know_about_how_early_childhood_teachers_use_ongoing.pdf
Topics: Children & Child Development > Child Development & School Readiness > Assessment & Measurement
Country: Not Specified
hide record ↑

Related Resources

what is this? Related Resources include summaries, versions, or components of the currently selected resource, documents encompassing or employing it, or measures used in its creation.

Assessing Early Childhood Teachers' Use of Child Progress Monitoring to Individualize Teaching Practices Administration for Children and Families/OPRE Projects




Our Search Engine Recommends...

what is this? These resources were found by comparing the title, description, and topics of the currently selected resource to the rest of the Research Connections holdings.

Tailored teaching: The need for stronger evidence about early childhood teachers' use of ongoing assessment to individualize instruction Fact Sheets & Briefs
Tailored teaching: Emerging themes from the literature on teachers' use of ongoing child assessment to individualize instruction Literature Review
Tailored teaching: Teachers' use of ongoing child assessment to individualize instruction: Vol. II. A review of the literature Literature Review
Tailored teaching: Teachers' use of ongoing child assessment to individualize instruction: Vol. I. Conceptual framework and measurement plan Other
Tailored teaching: Teachers' use of ongoing child assessment to individualize instruction: Vol. I. Conceptual framework and measurement plan [Executive summary] Executive Summary

Disclaimer: Use of the above resource is governed by Research Connections' Terms of Use.