KINDERGARTEN ASSESSMENT

ABSTRACT This empirical study examined educators’ perceptions of kindergarten readiness, within the context of a larger study on the perceptions and use of the Alaska Developmental Profile, a mandated kindergarten entry assessment (KEA). The participants (n = 17) were primarily kindergarten teachers with varying years of experience. Data were collected through the use of surveys and semi-structured interviews and analyzed utilizing a qualitative approach. The results of the study suggest that educators’ perceptions of kindergarten readiness reflect a ‘come as you are’ philosophy and that ideally, children will come to kindergarten with some preschool experiences and some academic and social-emotional skills. The results also indicate that educators’ perceptions are not impacted by the use or results of a KEA. These findings encourage readers to consider how KEAs impact educators, what roles educators play in considering kindergarten readiness, and how schools might be ready for kindergartners instead of children being ‘ready’ for kindergarten.

Educator's perceptions and use of a state-mandated kindergarten entry assessment (KEA), the Alaska Developmental Profile (ADP), were investigated using a mixed-methods approach with 233 educators representing 23 districts in the state of Alaska. Educators reported inconsistencies in the administration, implementation, perceptions, and use of the ADP. These inconsistencies were connected to an unclear understanding of the purpose for the ADP, a finding that most likely reflects the compliance model of those administering state-mandated assessments instead of educators seeing these tools as useful for instructional decision-making. Results suggest policy makers should strive to ensure all stakeholders have a clear understanding of the purpose for a state-mandated KEA and that systems are in place to ensure reliability and validity of the data. Teachers are urged to become familiar in using formative, observation-based assessment approaches and consider how data gathered from a KEA can provide meaningful information for instructional planning. Administrators are encouraged to provide the professional development and support needed to engage in data

In the Commonwealth of Pennsylvania, there is significant variation in kindergarten programs and the entry assessment systems used in school districts. There are no reliable data on the kindergarten entry assessment (KEA) systems used in public kindergarten programs across the Commonwealth. It is well-established that comprehensive KEAs should be part of a broader preschool through third grade (P-3) continuum of early childhood education to assess whole-child skills, include families and community partners, be culturally and linguistically responsive, and developmentally appropriate. This study aimed to understand the KEA practices of kindergarten teachers in Pennsylvania. An online survey was distributed to kindergarten teachers and elementary administrators in K5 classrooms in Pennsylvania public schools. The study evaluated the best practice strategies used including the skill domains assessed, the types of assessment instruments used, the purposes of KEA, and the professional development opportunities for teachers to implement the KEA system implemented by school districts. Responses were analyzed using an independent sample t-test to identify differences between groups for ratings of professional development types. There were significant differences between teachers and administrators on professional development teachers received for administering and conducting analyses for KEAs. Further research is needed to identify a larger sample of participants to inform policies and practices for teacher preparation, professional development, and the development of KEA systems in Pennsylvania. The data may also inform best practices for implementation, instructional content and strategies, and early childhood education curricula across the Commonwealth.

The primary focus of this report is to share the results of a research study that examined stakeholders' perceptions and use of a state mandated screening tool for Kindergarten students, the Alaska Developmental Profile (ADP). According to the Alaska Developmental Profile Training Presentation, the ADP is designed to inform teacher practice and instruction and to inform statewide policy related to early childhood . Teachers are instructed to rate incoming kindergarten students' proficiency in domains including physical well-being, health, and motor development; social and emotional development; approaches to learning, cognition and general knowledge; and communication, language, and literacy. The expectation from the state, based on state statute, is that teachers will observe their students for the first four weeks of school, record data, and then determine whether or not students do not demonstrate, are progressing, or are consistently demonstrating certain skills within each domain. The results are then logged into a state-wide database. However, this study is not to examine the ADP as a tool, but to understand how stakeholders perceive the ADP, if and how it affects their instruction, and what suggestions they might have for future implementation efforts.

The study aimed at investigating kindergarten teachers’ assessment practices based on three subscales: (a) teachers’ modes of assessment frequently used, (b) their reasons for selecting a particular mode of assessment, and (c) the impact of performance assessment on their professional development. The sequential mixed methods research design was employed. The quantitative data were gathered through questionnaires administered to 192 teachers in public and private kindergartens in six regions of Ghana. The qualitative data were gathered through interviews with three participants selected from the 192 sampled teachers. Independent samples t-test was employed to test the quantitative data. The results of the study indicated that paper- and- pencil test mode of assessment is used frequently by the teachers. In addition teachers also appeared to be using a particular mode of assessment just to meet the expectations of the parents and educational leaders without meeting the curriculum assessment prescription. Results further showed no significant difference between the public and private kindergarten teachers on almost all the items in the three subscales used in this study but differed significantly on four reasons for selecting a particular mode of assessment and also on three views regarding the impact of performance assessment on their professional development. Teachers’ assessment practices are therefore not supported by any known developmentally assessment theory for children. Workshops and in-service education and training are therefore recommended for all the stakeholders including the parents, educational leaders and teachers on the use of developmentally appropriate assessment practices in a much more interactive manner.

The authentic assessment process in preschool education gains the confidence of the practices which are used today, as an innovative educational policy in the interest of everyone who's involved in early childhood education: children, teachers and parents. The purpose of this study was to explore parents' perceptions upon the significance of child's assessment, their engagement in this assessment and the impact of the implementation of alternative forms of assessment such as the Work Sampling System at the kindergarten. A survey research design was utilized in order to achieve the objectives of the study, where a small-scale questionnaire was given to a convenience sample of 18 parents whose children were enrolled in a public all-day kindergarten in Chania, Greece. Findings show that the majority of the parents either acknowledge children's authentic assessment as a real breakthrough or they are satisfied on a large scale with the implementation of alternative forms of assessment in the classroom. In conclusion, the child's authentic assessment has been recognized widely as it is advantageous to the educational settings of the modern pedagogy.

ΑΥΘΕΝΤΙΚΗ ΑΞΙΟΛΟΓΗΣΗ ΣΤΗΝ ΠΡΟΣΧΟΛΙΚΗ ΚΑΙ ΠΡΩΤΟΣΧΟΛΙΚΗ ΕΚΠΑΙΔΕΥΣΗ: Η περίπτωση του Work Sampling System αξιολόγηση στο χώρο της εκπαίδευσης αποτελεί αναπόσπαστο κομμάτι της σχολικής πραγματικότητας καθώς η λειτουργία και το περιεχόμενό της συνιστούν σημαντική και απαραίτητη διαδικασία στα πλαίσια των σύγχρονων παιδαγωγικών αντιλήψεων. Παράλληλα, η αξιολόγηση του μικρού παιδιού στην προσχολική εκπαίδευση θεωρείται ως ένα σημαντικό κομμάτι της καθημερινής εκπαιδευτικής διαδικασίας και βασικό δομικό στοιχείο των προγραμμάτων προσχολικής αγωγής. Πιο συγκεκριμένα, η εφαρμογή της αξιολόγησης του μικρού παιδιού σήμερα προϋποθέτει την εμπλοκή των εκπαιδευτικών, των παιδιών αλλά και των γονέων σε μια σύνθετη και συνάμα ενδιαφέρουσα διαδικασία, η οποία συνδέεται τόσο με τη μαθησιακή ανάπτυξη και εξέλιξη του παιδιού όσο και με την καθημερινή εκπαιδευτική πρακτική.

Educator’s perceptions and use of a state-mandated kindergarten entry assessment (KEA), the Alaska Developmental Profile (ADP), were investigated using a mixed-methods approach with 233 educators representing 23 districts in the state of Alaska. Educators reported inconsistencies in the administration, implementation, perceptions, and use of the ADP. These inconsistencies were connected to an unclear understanding of the purpose for the ADP, a finding that most likely reflects the compliance model of those administering state-mandated assessments instead of educators seeing these tools as useful for instructional decision-making. Results suggest policy makers should strive to ensure all stakeholders have a clear understanding of the purpose for a state-mandated KEA and that systems are in place to ensure reliability and validity of the data. Teachers are urged to become familiar in using formative, observation-based assessment approaches and consider how data gathered from a KEA can...