Literaturnachweis - Detailanzeige
Autor/in | Ackerman, Debra J. |
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Titel | The State Kindergarten Entry Assessment Digital Technology Landscape. PERC Report and ETS Research Report Series No. RR-20-26 |
Quelle | In: ETS Research Report Series, (2020), (32 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2330-8516 |
Schlagwörter | Kindergarten; School Readiness; Computer Assisted Testing; Preschool Teachers; Teacher Role; Student Evaluation; Models; Test Validity; Test Reliability; Formative Evaluation; Educational Technology; Technology Uses in Education; Computer Use; Check Lists; Scoring Rubrics; Evaluation Methods; Information Storage; Telecommunications; Handheld Devices; Reports Readiness for school; School ability; Schulreife; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerrolle; Schulnote; Studentische Bewertung; Analogiemodell; Testvalidität; Testreliabilität; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Checkliste; Scoring formulas; Auswertungsbogen; Informationsspeicherung; Telekommunikationstechnik; Abschlussbericht; Berichten |
Abstract | Over the past 8 years, U.S. kindergarten classrooms have been impacted by policies mandating or recommending the administration of a specific kindergarten entry assessment (KEA) in the initial months of school as well as the increasing reliance on digital technology in the form of mobile apps, touchscreen devices, and online data platforms. Using a sample of KEAs used in 29 states in Fall 2019, in this report I examine the KEA digital technology landscape. Of particular interest was the extent to which states with similar KEA item types incorporated such technology as well as the potential impact of these technology inputs on the role of the kindergarten teacher in the KEA administration, scoring, and report-generating processes. Analyses of the study's data demonstrated that all 29 states incorporate digital technology into their KEAs. However, differences among states' technological inputs suggested four different models of KEAs along a continuum of supplanting versus retaining teachers' active roles in the administration, scoring, and report-generating processes. These findings have implications for short-term research agendas aimed at supporting KEA validity, reliability, and utility. (As Provided). |
Anmerkungen | Educational Testing Service. Rosedale Road, MS19-R Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/research/policy_research_reports/ets |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |