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Download full textHolcomb, T. Scott; Li, Zhi; Ferrara, Angela M.; Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2020
This study gathered information from practitioners on their perspectives of experiences implementing the North Carolina Kindergarten Entry Assessment (NC KEA). Initially, practitioners were invited to complete an online survey asking them to rate or provide information about several aspects related to implementing the assessment process. In total,…
Descriptors: Testing Programs, Program Implementation, Primary Education, Formative Evaluation
Ferrara, Angela M.; Lin, Van-Kim; Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2017
The 2016-2017 academic year marks the second year of statewide implementation of the North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (FAPKEA). The assessment, developed and implemented by the Office of Early Learning (OEL) at the North Carolina Department of Public Instruction, is a comprehensive formative assessment…
Descriptors: Testing Programs, Program Implementation, Primary Education, Formative Evaluation
Ferrara, Angela M.; Lambert, Richard G. – Center for Educational Measurement and Evaluation, 2016
The North Carolina K-3 Formative Assessment Process: Kindergarten Entry Assessment (NC K-3 FAP: KEA) is the initial step in the development of a comprehensive formative assessment process for young children from kindergarten entry through the end of third grade. The purpose of this qualitative study was to gather teacher and administrator feedback…
Descriptors: Testing Programs, Program Implementation, Primary Education, Formative Evaluation
Golan, Shari; Woodbridge, Michelle; Davies-Mercier, Betsy; Pistorino, Carol – Office of Planning, Evaluation and Policy Development, US Department of Education, 2016
States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and…
Descriptors: Kindergarten, Tests, Testing Programs, Data Use
Office of Planning, Evaluation and Policy Development, US Department of Education, 2016
States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and…
Descriptors: Kindergarten, Tests, Testing Programs, Data Use
Direct linkFedor, Linda C. – ProQuest LLC, 2013
In 2000, the National Reading Panel (NRP) identified scientifically based reading instructional practices in the five key areas of phonemic awareness, phonics, fluency vocabulary, and comprehension. The purpose of this study was to determine the strength of the relationship between the degree of implementation of scientifically based reading…
Descriptors: Reading Instruction, Testing Programs, Reading Tests, Evidence Based Practice
