Early Childhood Care and Education Workforce Issues in Implementing Assessment Policies

Ackerman, Debra J.

doi:10.1002/9781119148104.ch24

Cited by 6 publications

(6 citation statements)

References 67 publications

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“…One purpose is informing instructional decision making; a process often called formative assessment (e.g., Black & Wiliam, 2018; Sadler, 1989; Schildkamp et al, 2020). Barriers to effective formative assessment in ECE settings have been documented (Ackerman, 2019; Akers et al, 2016). Limitations in teachers’ knowledge about (a) development in bilingual children and (b) the influences of culture and context on children’s developmental trajectories are salient barriers that, if addressed, may support more effective formative assessment with DLLs (Dunphy, 2010; Gummer & Mandinach, 2015).…”

Section: Dual Language Learners (Dlls)mentioning

confidence: 99%

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Sussman¹,

Draney²,

Wilson³

2023

Journal of Educational Psychology

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Using a large sample of longitudinal assessment data from children in publicly funded infant/toddler care, preschool, and kindergarten (analytic N = 453,468), this study modeled language and literacy trajectories from early infancy through kindergarten for dual language learners (DLLs) from homes representing many different languages and their peers from monolingual English-speaking homes. DLLs and their monolingual peers showed common developmental trajectories, including an initial period of rapid growth that slowed between 10 and 30 months, plateaued between 30 and 45 months, and then accelerated from 45 to 60 months of age. Although the general developmental patterns were similar, differences emerged between children in English-speaking versus non-English-speaking homes: DLLs’ growth rates slowed more than their monolingual peers’ between 10 and 30 months but then grew more sharply after 45 months. A linguistic distance hypothesis helped to explain the magnitude of the differences between groups of DLLs and their monolingual peers. The differences occurred as children passed through specific developmental levels of the Desired Results Developmental Profile (DRDP) assessment’s learning progressions. The current study adds new quantitative information about language and literacy trajectories from early infancy through kindergarten among children from different language backgrounds and demonstrates how the findings may be applied to support effective instruction with culturally and linguistically diverse children.

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Section: Dual Language Learners (Dlls)mentioning

confidence: 99%

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Sussman¹,

Draney²,

Wilson³

2023

Journal of Educational Psychology

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“…Additionally, it may be unrealistic for educational programs to accumulate the capital necessary for precise measurement and communication of language environment assessment findings. As described earlier, many assessments require extensive training and experience within early childhood classrooms, and programs may not have staff with relevant background to dedicate to this purpose (Ackerman, 2019). For instance, the protocols for several assessments recommend administration by individuals with certain education levels or observation history.…”

Section: Considerations For Practicementioning

confidence: 99%

“…One issue that can arise is teachers may assume they should emphasize only the discrete aspects of instruction addressed through the assessment itself rather than supporting broader integration (Hirsh-Pasek et al, 2005). Thus, hiring coaches who have relevant funds of knowledge to make developmentally appropriate and evidence-based recommendations may be essential (Ackerman, 2019). As Mathers (2022) contests, adoption of an observation tool itself cannot guarantee successful application without the focus on professional learning.…”

Section: Considerations For Practicementioning

confidence: 99%

“…Thus, we offer opportunities for future research that have the potential to contribute knowledge regarding strategies to assess and support language development and fill critical gaps in the literature. Second, selecting a language environment assessment that meets program goals, can be administered with fidelity, is accommodating to resource constraints, and is appropriate for informing professional development can be arduous Finders et al 10.3389/fpsyg.2023.1202819 Frontiers in Psychology 02 frontiersin.org (e.g., Zaslow et al, 2009;Derrick-Mills et al, 2014;Ackerman, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Early childhood education language environments: considerations for research and practice

Finders,

Wilson,

Duncan

2023

Front. Psychol.

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The importance of developing early language and literacy skills is acknowledged by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) as a global human rights issue. Indeed, research suggests that language abilities are foundational for a host of cognitive, behavioral, and social–emotional outcomes. Therefore, it is critical to provide experiences that foster language acquisition across early learning settings. Central to these efforts is incorporating assessments of language environments into research and practice to drive quality improvement. Yet, several barriers may be preventing language environment assessments from becoming widely integrated into early education. In this brief, we review evidence on the types of experiences that promote language development, describe characteristics of language environment assessments, and outline practical and philosophical considerations to assist with decision-making. Further, we offer recommendations for future research that may contribute knowledge regarding strategies to assess and support language development. In addressing both areas, we highlight the potential for early childhood language environments to advance equity.

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“…Ackerman (2019: 538) reports that ‘when used in early childhood settings, the term “assessment” typically refers to the process of documenting young children's learning as a means for revealing their strengths, needs, and progress, and in turn, informing teachers’ ongoing pedagogical decisions’. In early childhood education adhering to child-centred pedagogy, teachers need to make the necessary tweaks in their teaching practices and incorporate different assessment approaches and procedures in the classroom.…”

Section: Noteworthy Aspects Of Assessment In Early Childhood Educationmentioning

confidence: 99%

Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’

Yılmaz

Aras

Ülker

et al. 2021

Contemporary Issues in Early Childhood

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Although the concept of assessment as learning has important educational and practical implications, the utilisation and creation of contexts for assessment as learning in early childhood education are contemporary issues that need to be clarified. The overall goal of this work is to reconceptualise the role of the child portfolio as a tool for promoting assessment as learning in early childhood education. This theoretical framework provides some conceptual insights into children's agency in the learning and assessment process through the use of child portfolios. The main issue addressed is the progressive use of the child portfolio, which comprises observations of classroom experiences, documentation of these observations, revisiting learning experiences and a celebration of children's achievements. These aspects are discussed along with arguments that raise the question of how portfolios can act as catalysts for assessment as learning. This article further advocates that the multidimensional processes of creating a child portfolio may be considered a promising context for promoting autonomy, self-regulation, metacognition and reflection in early childhood education.

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Early Childhood Care and Education Workforce Issues in Implementing Assessment Policies

Cited by 6 publications

References 67 publications

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Language and literacy trajectories for dual language learners (DLLs) with different home languages: Linguistic distance and implications for practice.

Early childhood education language environments: considerations for research and practice

Reconceptualising the role of the child portfolio in assessment: How it serves for ‘assessment as learning’

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