Teachers integrating a new assessment tool into early childhood practice need a range of supports to act effectively on the information it provides¶

Claim · All claims
Evidence · 1 study · qualitative r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? When given the opportunity to integrate a new assessment tool into their practice, teachers might need a range of supports. → Kamler 2014 q2 i? Teachers generally value the information from the child assessment tools. → Kamler 2014

Evidence¶

Kamler 2014¶

Kamler, C., Moiduddin, E., & Malone, L. (2014). Using Multiple Child Assessments to Inform Practice in Early Childhood Programs: Lessons from Milpitas Unified School District. Issue Brief. Oakland, CA: Mathematica Policy Research. https://www.mathematica.org/publications/using-multiple-child-assessments-to-inform-practice-in-early-childhood-programs-lessons-from

q2 · i? · qualitative · r?

A study of program practices in a state-funded preschool in Northern California that had recently added a new school-readiness assessment to its existing tools. The study "found that teachers might need a range of supports when given the opportunity to integrate a new assessment tool into their practice."

"This study examined program practices in a state-funded preschool in Northern California that had recently added a new assessment to its existing tools to measure and evaluate preschool students' school readiness. The study found that teachers might need a range of supports when given the opportunity to integrate a new assessment tool into their practice."

Discussion¶

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