*Names in bold indicate Presenter
Maryland is using early childhood assessment theory, research, and best practice to create a system that will conform to the key benchmarks of quality in assessment, including validity, reliability, sensitivity, and cultural and linguistic appropriateness. The system will also be field-tested and reviewed by a national Technical Advisory Council comprised of developmental psychologists, early childhood experts and psychometricians.
Based on the Maryland experience, this paper will address a number of questions related to the utility of current early childhood assessment research in building a comprehensive early childhood system. These questions include:
- How was the national research community including Johns Hopkins University, WestEd, and other experts employed in the development of the system?
- In what ways was the early childhood assessment literature most helpful?
- What role did the literature play in the design of the technological and professional development supports of the system?
- What key questions related to the development of the system were not answered by the literature?
- Were there other considerations—like simplicity and accessibility—that took priority over research considerations in the design?
The paper will discuss these questions and conclude with a critique of the early childhood assessment literature from an implementation perspective. The paper will also make suggestions for a research agenda that better supports the development of state comprehensive assessment systems.
- APPAM Paper Oct2013.pdf (221.7KB)