The State Kindergarten Entry Assessment Digital Technology Landscape. PERC Report and ETS Research Report Series No. RR-20-26

Autor/in	Ackerman, Debra J.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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