Combine observational measures with other methods in formative evaluation of preschool-through-third-grade programs, keeping them free of high stakes.¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The paper recommends assessing young children's progress through observational measures that span preschool to elementary ages, used for formative evaluation rather than accountability. It states that "Using a multimethod approach would provide a richer portrayal of children's performance," and cautions that "high stakes should never be attached to these measures."

Design Implications¶

Context¶

Requirements¶

• Measures must span the preschool to elementary age range to track progress across the early grades

Constraints¶

• High stakes should never be attached to these observational measures

Target Learners¶

• children in preschool through third grade

Target Learning Goals¶

• literacy and numeracy outcomes in early childhood programs

Claims¶

• High stakes should never be attached to observational measures used in formative evaluation of early childhood programs. [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• 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