This article focuses on the results of an investigation about the "traffic light" method in kindergarten, which is used as a self-assessment method, a strategy by which the preschoolers evaluate their own progress in achieving the learning objectives, and the teacher obtains an immediate feedback regarding the level of understanding of…

In the second edition of this pivotal work by Kim Bailey and Chris Jakicic, you will discover updated and improved resources to use formative data to support higher levels of student learning. Data-driven techniques and new tools will guide you in improving collaboration and student engagement throughout the assessment process. Teams can use the…

These are the appendixes for the report, "Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts." This study examined reading achievement data for kindergarten and grade 1 students in two districts in Illinois: District U-46 (Elgin Area Schools) and District 186 (Springfield Public…

Research Findings: This study provides psychometric validation of the Classroom Engagement Scale (CES), a 14-item, teacher-report, formative assessment of behavioral engagement. It is currently used for all kindergarten children in a large, urban school district where it is embedded in the report card. Multi-level factor analysis revealed two…

This report contains information on the background of and research on the North Carolina Kindergarten Entry Assessments (NC KEA). Evidence shows that implementing formative assessment is difficult for teachers and schools. Given that North Carolina will be adopting a new KEA measure for the fall of 2020, this report summarizes previous research on…

This article reports research that identified and analyzed assessment for learning strategies employed by six Canadian music educators to support and develop student creativity. Findings include descriptions of creativity-nurturing practices organized into four categories: (a) developing assessment criteria; (b) encouraging creative processes; (c)…

After the outbreak of the COVID-19 pandemic, distance teaching brought on unforeseen challenges around the world, including classroom-based assessment practice. However, little attention has been paid to teachers' assessment practice and their identity as assessor in the new teaching situation. This study examines Chinese K-12 in-service EFL…

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…

Research Findings: The Desired Results Developmental Profile (DRDP) provides formative assessment of five domains of learning and development that are essential for school success. The current study provides an approach for establishing thresholds of readiness using the DRDP in relation to California's early learning expectations. DRDP data…

Oral language is foundational to literacy. Because their language is under construction, emergent bilingual students have unique needs related to literacy development regardless of the language of instruction. Knowledge teachers gain through formative assessment of student oral language can guide decisions about literacy instruction. The purpose…

High-quality early childhood programs aim to foster children's learning through developmentally appropriate practices and environments. Early childhood assessments, when well designed and well implemented, can support developmentally appropriate early learning experiences by providing information to guide instruction and support whole child…

This series of rapid briefs is being developed by the Wisconsin-Minnesota Comprehensive Center - Region 10 (WMCC10). The purpose of these briefs is to provide succinct and timely guidance on best practices for schools and school-based early learning programs regarding the assessment of student learning, with the goal of informing instructional…

Context: The standards-based movement in U.S. public education has reached as far as kindergarten. Early primary teachers are increasingly required to teach academic standards in core subject areas, while engaging in increased levels of student assessment. In kindergarten, this growing emphasis on academic standards and student assessment is…

This mixed methods action research study examined the implementation process and impact of a 9-week Number Talk intervention to build number sense in kindergarten students. Fifty-eight kindergarten students engaged in daily Number Talk lessons for 9 weeks. Qualitative data were collected to evaluate the strengths and challenges of the…

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,…