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ERIC Number: EJ761772
Record Type: Journal
Publication Date: 2004-Sep
Pages: 13
Abstractor: Author
Reference Count: 91
ISBN: N/A
ISSN: ISSN-0033-3085
The Early Assessment Conundrum: Lessons from the Past, Implications for the Future
Bordignon, Catherine M.; Lam, Tony C. M.
Psychology in the Schools, v41 n7 p737-749 Sep 2004
The early childhood educational field has garnered attention with initiatives to foster skill acquisition in young children prior to kindergarten entry. These initiatives, in conjunction with the rigorous demands of curricular reform and a burgeoning accountability movement, invoke questions regarding the adequacy of the instruments used to assess young children and the inherent difficulties in conducting such assessments. Because the effectiveness of education relies critically on the sound diagnoses of children's readiness for learning and the measurement of their subsequent progression throughout the schooling process, critical issues in early assessment must be addressed. An examination of past practices was synthesized with recent research to focus awareness on the insufficient content domain, restrictive context, adverse timing and questionable psychometric properties, specifically the inappropriate norms and low predictive validity, of many instruments. Both the implications of and compensatory strategies for each issue are considered.
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada; North America; United States
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Preschool and Kindergarten Behavior Scales