Policy recommendations: choose developmentally appropriate assessments, build instructional assessment systems, guard against misuse, and support continuous improvement¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report's Policy Recommendations section organizes state and district action into four areas. States should 'assess key domains of child development—including social-emotional development, cognitive development, language and literacy development, mathematical and scientific reasoning, and physical development—in ways that are sufficiently detailed to inform instruction'; measure learning authentically and in culturally and linguistically appropriate ways; assess progress over time through a preschool-to-early-grades continuum; and use assessments that yield valid and reliable results for all students and purposes. Additional recommendations cover ongoing professional development, accessible data systems, family engagement, sharing aggregated results, avoiding use of KEAs to evaluate providers or restrict kindergarten access, and funding state and regional KEA staff.

Design Implications¶

Context¶

Requirements¶

• Ongoing professional development for both conducting the assessments and using results to inform teaching

Constraints¶

• Inappropriate uses of data can cause harm; states should avoid using KEAs to evaluate individual preschool providers or restrict children's access to kindergarten

Target Learners¶

• children entering kindergarten and in early elementary grades

Target Learning Goals¶

• whole child development and developmentally appropriate instruction

Related Strategies¶

• Use KEAs to strengthen early learning systems: family engagement, p–3 alignment, and aggregated data for equitable investment

Examples¶

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Key Sources¶

• Yun, C., Melnick, H., & Wechsler, M. (2021). High-quality early childhood assessment: Learning from states' use of kindergarten entry assessments. Learning Policy Institute. https://learningpolicyinstitute.org/product/high-quality-kea