High-Quality Early Childhood Assessment: Learning from States' Use of Kindergarten Entry Assessments. Research Brief

Y

12

Heising-Simons Foundation

Early Childhood Education; Performance Based Assessment; Developmentally Appropriate Practices; Student Evaluation; Kindergarten; School Readiness; Screening Tests; Educational Diagnosis; Formative Evaluation; Child Development; Program Implementation

Illinois; California

Early childhood assessments can provide important information to guide instruction and inform policy. Given the widespread and growing use of statewide kindergarten entry assessments (KEAs), in particular, it is important that policymakers understand how to choose and use assessments wisely. This brief summarizes research showing how authentic assessments grounded in guided observation and well-chosen performance tasks can be used to chart children's progress in multiple domains of development and inform instruction. It provides recommendations for state policymakers about how to select, develop, and implement high-quality assessments that can both support instruction and inform policy to improve systems. [For the full report, see ED614431.]

As Provided

2021

ED614432