The Early Assessment Conundrum: Lessons from the Past, Implications for the Future

Autor/inn/en	Bordignon, Catherine M.; Lam, Tony C. M.
Titel	The Early Assessment Conundrum: Lessons from the Past, Implications for the Future
Quelle	In: Psychology in the Schools, 41 (2004) 7, S.737-749 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20019
Schlagwörter	Psychometrics; Kindergarten; Young Children; Predictive Validity; School Readiness; Early Childhood Education; Early Experience; Foreign Countries; Accountability; Preschool Children; Educational Environment; Child Development; Reliability; Canada; North America; United States; Preschool and Kindergarten Behavior Scales + Suchen Sie Ihr Suchwort? Psychometry; Psychometrie; Frühe Kindheit; Readiness for school; School ability; Schulreife; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Frühbeginn; Ausland; Verantwortung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kindesentwicklung; Reliabilität; Kanada; Nordamerika; USA
Abstract	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. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10