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Developing Effective Statewide Kindergarten Assessments with the Work Sampling System

Developing Effective Statewide Kindergarten Assessments with the Work Sampling System. Samuel J. Meisels Erikson Institute smeisels@erikson.edu. Principles of Kindergarten Readiness Testing. Principle 1: High Stakes.

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Developing Effective Statewide Kindergarten Assessments with the Work Sampling System

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  1. Developing Effective Statewide Kindergarten Assessments with the Work Sampling System Samuel J. Meisels Erikson Institute smeisels@erikson.edu

  2. Principles of Kindergarten Readiness Testing

  3. Principle 1: High Stakes Precautions will be taken to avoid using kindergarten assessment data for high stakes purposes.

  4. Principle 2:Instructional Improvement Assessment data will be used to inform and improve instruction and monitor trends.

  5. 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.

  6. Principle 4:Multiple Domains The assessment process will include measures of child development across at least five domains.

  7. 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.

  8. Principle 6:Teachers and Professional Development Where possible, teachers should be used as assessors and should be provided on-going professional development.

  9. Principle 7:Psychometrics Assessment methods will be psychometrically sound.

  10. Principle 8:K – 3 Alignment The assessment process will support transition and alignment between kindergarten and the early elementary grades.

  11. Observational AssessmentDefined Standards-based assessments of children performing tasks that are part of their daily experience.

  12. The best way to evaluate a child’s performance is to study performance, not something else.

  13. Can We Trust Teachers’ Judgments?

  14. Principal 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?

  15. Participants • K – 3, cross-sectional • N = 345 • 17 classrooms (volunteer), 5 schools • 70% African-American, 80% free and reduced lunch, 49% male, 8% special needs

  16. 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.

  17. 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):

  18. Does WSS Have an Impact on Children’s Learning?

  19. Conclusions • WSS is a valid and effective assessment of learning. • Teachers and families are satisfied with it. • Students in WSS classrooms make significant achievement gains.

  20. Children Entering School Ready to Learn(Percent of all Kdg. Students)Maryland Model of School Readiness

  21. Third Grade Reading Performance by MN Kindergarten Proficiency (K in 2006, 3rd in 2010) - Reynolds et al., 2011 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% 26

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