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Will, Kelsey K.; McConnell, Scott R.; Elmquist, Marianne; Lease, Erin M.; Wackerle-Hollman, Alisha – Grantee Submission, 2019
Assessment is prevalent throughout all levels of education in the United States. Even though educators are familiar with the idea of assessing students, familiarity does not necessarily ensure assessment literacy, or data-based decision making (DBDM) knowledge. Assessment literacy and DBDM are critical in education, and early childhood education…
Descriptors: Researchers, Assessment Literacy, Data Use, Test Construction
Lieberman, Abbie – New America, 2019
This paper explores Illinois's shift from a general administrative license, called a "Type 75" license, to a "PK-12 Principal Endorsement." It includes both a history of the reform efforts and a look at how implementation has fared nearly a decade after the legislation was signed into law. It also offers lessons and…
Descriptors: Principals, Management Development, Preschool Education, Administrator Qualifications
Briesch, Amy M.; Chafouleas, Sandra M.; Nissen, Kristin; Long, Stephanie – Grantee Submission, 2019
Given the authority of state government over public education, one means of narrowing the best-practice to actual-practice gap in education is by putting forth clear state guidance and recommendations to schools. To date, however, little is known about the national landscape of procedural guidance that is readily available to practitioners looking…
Descriptors: State Departments of Education, Program Implementation, Positive Behavior Supports, Best Practices
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McBrayer, Juliann Sergi; Akins, Carter; Gutierrez de Blume, Antonio; Cleveland, Richard; Pannell, Summer – School Leadership Review, 2020
The purpose of this quantitative study was to investigate instructional leadership practices and the degree to which these practices predict the leadership self-efficacy of school leaders while controlling for years of experience as a school leader. With educational reform focused on school accountability, principals must attend to tasks that lead…
Descriptors: Instructional Leadership, Leadership Effectiveness, Self Efficacy, Principals
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Kincaid, Aleksis P.; McConnell, Scott R.; Wackerle-Hollman, Alisha K. – Assessment for Effective Intervention, 2020
Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems…
Descriptors: Emergent Literacy, Preschool Children, Correlation, Age Differences
Greenwood, Charles R.; Buzhardt, Jay; Walker, Dale; Jia, Fan; Carta, Judith J. – Assessment for Effective Intervention, 2020
The Early Communication Indicator (ECI) is a progress monitoring measure designed to support intervention decisions of the home visitors and early educators who serve infants and toddlers. The present study sought to add to the criterion validity claims of the ECI in a large sample of children using measures of language and preliteracy not…
Descriptors: Progress Monitoring, Total Communication, Infants, Toddlers
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Reister, Megan; Blanchard, Sheresa Boone – Kappa Delta Pi Record, 2020
When data is collected, summarized, and analyzed with sufficient frequency, decisions about instructional changes can be based on student progress. Use the suggestions here to begin conducting progress monitoring.
Descriptors: Progress Monitoring, Program Implementation, Student Evaluation, Response to Intervention
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Swain, Kristine D.; Hagaman, Jessica L. – Preventing School Failure, 2020
This 20-year follow-up study examined elementary special educators' use of curriculum-based measurement. Elementary special educators (N = 1,077) in four Midwest states participated in the survey. Results indicated that the overall use of CBM was much higher than 20 years ago with reading CBM as the most prevalent area of monitoring with data used…
Descriptors: Elementary School Teachers, Special Education Teachers, Data Use, Curriculum Based Assessment
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Castanelli, Damian J.; Weller, Jennifer M.; Molloy, Elizabeth; Bearman, Margaret – Advances in Health Sciences Education, 2020
Medical educators are tasked with decisions on trainee progression and credentialing for independent clinical practice, which requires robust evidence from workplace-based assessment. It is unclear how the current promotion of workplace-based assessment as a pedagogical approach to promote learning has impacted this use of assessments for…
Descriptors: Foreign Countries, Medical Education, Supervisors, Supervisory Methods
Kendeou, Panayiota; McMaster, Kristen L.; Butterfuss, Reese; Kim, Jasmine; Slater, Susan; Bulut, Okan – Grantee Submission, 2020
The overall aim of the current investigation was to develop and validate the initial version of the Minnesota Inference Assessment (MIA). MIA is a web-based measure of inference processes in K-2. MIA leverages the affordances of different media to evaluate inference processes in a nonreading context, using age-appropriate fiction and nonfiction…
Descriptors: Test Construction, Test Validity, Inferences, Computer Assisted Testing
Greenwood, Charles R.; Buzhardt, Jay; Walker, Dale; Jia, Fan; Carta, Judith J. – Grantee Submission, 2020
The Early Communication Indicator (ECI) is a progress monitoring measure designed to support intervention decisions of the home visitors and early educators who serve infants and toddlers. The present study sought to add to the criterion validity claims of the ECI in a large sample of children using measures of language and preliteracy not…
Descriptors: Federal Legislation, Students with Disabilities, Educational Legislation, Equal Education
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Chong, Sin Wang – Language Assessment Quarterly, 2018
Classroom assessment has always been an indispensible and integral part of any curriculum. In particular, assessment plays the role of reporting students' learning summatively (assessment of learning), providing diagnostic and formative information for teachers to inform their instruction (assessment for learning); more recently, Earl (2013)…
Descriptors: Student Evaluation, Models, Written Language, Feedback (Response)
Piasta, Shayne B.; Farley, Kristin S.; Phillips, Beth M.; Anthony, Jason L.; Bowles, Ryan P. – Assessment for Effective Intervention, 2018
The Letter-Sound Short Forms (LSSFs) were designed to meet criteria for effective progress monitoring tools by exhibiting strong psychometrics, offering multiple equivalent forms, and being brief and easy to administer and score. The present study expands available psychometric information for the LSSFs by providing an initial examination of their…
Descriptors: Phoneme Grapheme Correspondence, Preschool Children, Progress Monitoring, Test Validity
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Albano, Anthony D.; Christ, Theodore J.; Cai, Liuhan – Measurement: Interdisciplinary Research and Perspectives, 2018
Traditional psychometric methods have primarily been developed and applied in the context of high-stakes, large-scale testing. However, these methods are increasingly being used with classroom assessments, including progress monitoring measures where numerous test forms are administered over the course of an academic year. This article provides an…
Descriptors: Progress Monitoring, Hierarchical Linear Modeling, Equated Scores, Raw Scores
Moreno, Kimberly A. – ProQuest LLC, 2018
The process of formative assessment describes the learning progression and interactions between students and teachers (Good, 2011). To have a significant impact on student learning, teachers must incorporate varying methods of evaluation to measure student progress and the effectiveness of instruction (Black, 2015). This action research study…
Descriptors: Formative Evaluation, Interaction, Progress Monitoring, STEM Education
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