ERIC Number: ED437158
Record Type: RIE
Publication Date: 1998-Sep
Assessing Readiness: How Should We Define Readiness? NCEDL Spotlights, No. 3.
Meisels, Samuel J.
This report, the third in the National Center for Early Development & Learning's (NCEDL) "Spotlight" series, is based on excerpts from a paper presented during a "Kindergarten Transitions" synthesis conference in early 1998. The report addresses defining readiness for school and assessing a child's readiness for school. The report notes that fundamental to the attainment of readiness skills is a sense of self that can only be developed over time and in interaction with trustworthy and caring adults. The report continues that by defining readiness as a relational, interactional construct that reflects a joint focus on the child's status and the characteristics of the educational setting, three conditions become prominent for assessing readiness: (1) opportunities for interactions between teachers and children must occur in classroom settings; (2) these interactions must take place over time, rather than on a single occasion; and (3) assessments should not be used as blunt instruments, in which one type of assessment is expected to perform the functions of others. The report recommends performance assessment, and offers several suggestions for its appropriate use. (EV)
Publication Type: Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Early Development & Learning, Chapel Hill, NC.
Grant or Contract Numbers: N/A
Note: For other papers in the NCEDL Spotlights series, see PS 027 156-160.