Child Observation in Australia and the USA: A Cross‐National Analysis

Hatch, J. Amos; Grieshaber, Susan; Halliwell, Gail; Walsh, Kerryann

doi:10.1080/0300443011690103

Cited by 2 publications

(1 citation statement)

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“…Some states required programs for young children to take accountability testing, others tried to link the testing in kindergarten to the performance of state-funded pre-K program in the previous year (Meisels, 2006). Studies have reported the frequent use of "testing" for young children (Meisels, 2006;Harbin, Rous & McLean, 2004;Hatch & Grieshaber, 2002;Hatch, 2002). One of the famous accountability tests in early childhood was the National Reporting System [NRS] implemented in Head Start programs in 2004.…”

Section: Introductionmentioning

confidence: 99%

The Use of Authentic Assessment to Report Accountability Data on Young Children’s Language, Literacy and Pre-math Competency

Gao¹,

Grisham-Brown²

2011

IES

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This validity study examined the validity of Assessment, Evaluation, and Programming System, 2nd Edition (AEPS ®), a curriculum-based, authentic assessment for infants and young children. The primary purposes were to: a) examine whether the AEPS ® is a concurrently valid tool for measuring young children's language, literacy and pre-math skills for accountability purpose and b) explore teachers' perceptions on using authentic assessment and standardized tests. This was accomplished through implementing both quantitative and qualitative methods. Findings from the study indicated (a) the AEPS ® is a concurrently valid (b) there were both advantages and disadvantages of using authentic assessment such as the AEPS ® and using standardized tests based on teachers' perceptions, however, the practical issues of using the authentic measure can be addressed by providing in-depth trainings to teachers and increasing teachers' familiarity with their children; and (c) families preferred authentic assessment such as the AEPS ® because it is easier.

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Section: Introductionmentioning

confidence: 99%