Multiple child assessments used together to measure and evaluate preschool students' school readiness¶

Element · All elements
Evidence · 1 claim (1 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

In the studied program, teachers used multiple child assessments, including a newly added assessment alongside existing tools, to "measure and evaluate preschool students' school readiness." The brief examines how teachers in this state-funded preschool integrated the new tool into practice and what supports helped them use the resulting information.

Design Implications¶

Context¶

Requirements¶

• Teachers need supports such as formal training, supervisory support, and colleague collaboration to act effectively on the information the assessments provide.

Constraints¶

• Described as implemented in a single state-funded preschool in Northern California.

Target Learners¶

• preschool children in a state-funded program

Target Learning Goals¶

• measuring and evaluating preschool students' school readiness

Claims¶

• Teachers integrating a new assessment tool into early childhood practice need a range of supports to act effectively on the information it provides [+W]

Related Elements¶

• Blended learning model in Milpitas preschool classrooms
• EDIT measure for examining teachers' use of ongoing child assessment to individualize instruction

Examples¶

• Use assessment data to inform teacher practice in preschool

Key Sources¶

• 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