Traditional on-demand standardized tests pose problems when used to assess the achievement of young children in preschool program evaluations.¶
Claim · All claims
Evidence · 1 study · theoreticalr?·q1
Currency · newest study 2007 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? Relying solely on traditional, on-demand standardized tests to assess achievement of young children is problematic. → Sally Atkins-Burnett 2007
Evidence¶
Sally Atkins-Burnett 2007¶
Sally Atkins-Burnett. (2007). Measuring Children's Progress from Preschool Through Third Grade. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/publications/measuring-childrens-progress-from-preschool-through-third-grade
q1 · i? · theoretical · r?
The paper's abstract states that the paper explains problems with relying solely on "traditional, on-demand standardized tests to assess achievement of young children"; no specific problems or data are given in the available text.
"Problems related to relying solely on traditional, on-demand standardized tests to assess achievement of young children are explained."
Discussion¶
Related Claims¶
- Proposition 4: evidence gathered through distinct demands supports capability claims better than multiple records of the same performance — the general claim this finding bears on, with the studies behind it
- Observational measures spanning the preschool to elementary age range offer an alternative to direct testing of young children. — related
- Traditional annual state assessment growth measures typically cover only reading and math in grades 4-8, limiting their use in teacher evaluation — related
- Washington's ECEAP preschool students made test score gains in reading and math that persisted through 5th grade, per a Washington Institute for Public Policy evaluation — related
- Questionnaire measures of curiosity are difficult to use validly with young children — a narrower finding that bears on this claim
- Studies relying exclusively on the Applied Problems subtest are likely to miss small but meaningful influences on early math achievement because the measure is less sensitive to variation among young children — a narrower finding that bears on this claim
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
standardized-tests-problematic-young-children-outcomes |
title |
Traditional on-demand standardized tests pose problems when used to assess the achievement of young children in preschool program evaluations. |
description |
Traditional on-demand standardized tests pose problems when used to assess the achievement of young children in preschool program evaluations. |
status |
review |
evidence_strength |
weak |
newest_evidence |
2007 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-08 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sally-atkins-burnett-2007 |
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