Developing Effective Statewide Kindergarten Assessments with the Work Sampling System
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Transcript of Developing Effective Statewide Kindergarten Assessments with the Work Sampling System
Developing Effective Statewide Kindergarten Assessments with theWork Sampling System
Developing Effective Statewide Kindergarten Assessments with theWork Sampling System
Samuel J. MeiselsErikson Institute
Principles of Kindergarten Readiness
Testing
Principles of Kindergarten Readiness
Testing
Principle 1: High StakesPrinciple 1: High Stakes
Precautions will be taken to avoid using
kindergarten assessment data for high stakes
purposes.
Principle 2:Instructional Improvement
Principle 2:Instructional Improvement
Assessment data will be used to inform and
improve instruction and monitor trends.
Principal 3:Method of Assessment
Principal 3:Method of Assessment
No single method is prescribed, but there is a
strong preference for criterion-referenced
observational assessments in naturalistic settings that
are repeated over time.
Principle 4:Multiple Domains
Principle 4:Multiple Domains
The assessment process will include measures of
child development across at least five domains.
Principal 5:Diverse Culture, Language,
and Ability
Principal 5:Diverse Culture, Language,
and Ability
The assessment process will be appropriate for
children of all cultural and linguistic backgrounds
and for those with diverse abilities.
Principle 6:Teachers and Professional
Development
Principle 6:Teachers and Professional
Development
Where possible, teachers should be used as assessors
and should be provided on-going professional
development.
Principle 7:Psychometrics
Principle 7:Psychometrics
Assessment methods will be psychometrically
sound.
Principle 8:K – 3 Alignment
Principle 8:K – 3 Alignment
The assessment process will support transition and
alignment between kindergarten and the early
elementary grades.
Observational AssessmentObservational AssessmentDefinedDefined
Observational AssessmentObservational AssessmentDefinedDefined
Standards-based assessments of children
performing tasks that are part of their daily
experience.
The best way to evaluate a child’s performance is to
study performance, not something else.
Can We TrustTeachers’ Judgments?
Can We TrustTeachers’ Judgments?
Principal Study QuestionsPrincipal Study Questions
• Is WSS a valid means of evaluating student achievement and progress?
• What is the impact of WSS on families?
• What is the impact of WSS on student learning?
ParticipantsParticipants
• K – 3, cross-sectional• N = 345• 17 classrooms (volunteer), 5
schools• 70% African-American, 80%
free and reduced lunch, 49% male, 8% special needs
Results of the WSS Validity Study (K – 3)
Results of the WSS Validity Study (K – 3)
• WSS correlates well with an individually administered psychoeducational battery (the Woodcock Johnson-Revised);
• WSS is a reliable predictor of achievement ratings in K – Grade 3;
• WSS accurately discriminates between children who are and are not at risk.
Parental Response to To Work Sampling
Parental Response to To Work Sampling
• Hold positive attitudes toward WSS• Believe that WSS is beneficial• Prefer WSS summary reports to
conventional report cards• Want their children to continue
participating in WSS classrooms
Parents in this study (N = 246; 70% return rate):
Does WSS Have an Impact on Children’s
Learning?
Does WSS Have an Impact on Children’s
Learning?
ConclusionsConclusions
• WSS is a valid and effective assessment of learning.
• Teachers and families are satisfied with it.
• Students in WSS classrooms make significant achievement gains.
Children Entering School Ready to LearnChildren Entering School Ready to Learn(Percent of all Kdg. Students)(Percent of all Kdg. Students)
Maryland Model of School ReadinessMaryland Model of School Readiness
Children Entering School Ready to LearnChildren Entering School Ready to Learn(Percent of all Kdg. Students)(Percent of all Kdg. Students)
Maryland Model of School ReadinessMaryland Model of School Readiness
Maryland School Readiness
7873
6867
605855
5249
1924
2828
343538
4144
334566677
0
10
20
30
40
50
60
70
80
90
01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10
Full Approaching Developing
Third Grade Reading Performance by MN Kindergarten Proficiency
(K in 2006, 3rd in 2010)
Third Grade Reading Performance by MN Kindergarten Proficiency
(K in 2006, 3rd in 2010)
26
K Proficient K Not Proficient
Third Grade (75% standard) (< 75% of total)
Partially or not met 14% 33%
Meets proficiency 20% 27%
Exceeds proficiency 66% 40%
Meets or exceeds 86% 67%
- Reynolds et al., 2011