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ERIC Number: ED520395
Record Type: Non-Journal
Publication Date: 2010
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-1118-6
Perceptions of Early Childhood Assessment among Early Childhood Educators
Hanes, Barbara Mongelli
ProQuest LLC, Ed.D. Dissertation, Widener University
This study was conducted to evaluate perceptions held by early childhood educators about the assessment process in their schools and to identify current assessment practices in early childhood settings in Delaware County, Pennsylvania. In February 2009, 230 early childhood educators completed surveys on the topic of assessment at an annual early childhood conference. The survey, much of which was based on the standards for assessment established by the National Association for Early Childhood Education, asked respondents to consider their school's assessment plan and the appropriateness and purposefulness of the assessment instruments used in their schools; parent involvement in the assessment process; their own training and professional development in assessment; and current trends in assessment. The literature supported the fact that changes have been occurring in the field of early childhood education and that these changes have had an impact on the types and amount of assessment being required in preschools. State and federal legislation; increased government funding; academic standards for early childhood programs; and a call for accountability have contributed to the changing environment in early childhood education and assessment. The literature also addressed developmentally appropriate practices and raised concerns about the assessment measures being required by many of the entities who provide funding for early childhood programs. Despite these concerns, the results of the study indicated that the early childhood educators who responded to the survey remained generally positive in their perception of assessment. Respondents were overwhelmingly positive in their responses to questions about the purpose of assessment and the appropriateness of the assessment tools and practices that they were using in their schools. However, the majority of respondents indicated that they were not being required to use standardized assessments and that they were using self- or staff-prepared assessment instruments, rather than assessment tools purchased from outside sources. Respondents were equally positive about the role of parents in the assessment process and the need for ongoing professional development in assessment. Additionally, survey respondents had favorable attitudes towards their role in the assessment of young children and expressed a belief in the importance of assessment in early childhood education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Pennsylvania