*Names in bold indicate Presenter
Despite the importance of using assessment to inform instruction and requirements to do so, information on how teachers collect and use assessment data to individualize for children across early education (birth through age 8) is sparse. In 2012, the Office of Planning, Research and Evaluation (OPRE:ACF) initiated the Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices project to develop an evidence-based model of ongoing monitoring of child progress for individualizing instruction. Based on an in-depth literature review and the guidance of experts in developing a conceptual model, this paper will discuss evidence of progress monitoring relating to better child, classroom, and program outcomes. In addition, the paper will describe the components of quality needed to implement progress monitoring in early childhood settings and methods for assessing their implementation.
This paper will depict the project’s conceptual model of progress monitoring as a dynamic process in four stages: (1) selection of assessment target and method; (2) implementation of ongoing assessment; (3) interpretation and data-based instructional decision-making; and (4) application of instructional decisions for individual children. Ideally, as teachers use assessments, they develop more expertise in assessing and interpreting data. As teachers modify instruction based on child data, they will learn to differentiate successful strategies from ineffective strategies, resulting in a spiraling of adult learning in which each time the process is repeated the teacher acquires more knowledge and expertise.
Progress monitoring affords the opportunity for teachers, administrators, and policymakers to track the progress of individual children, classrooms, and programs over time as data can be aggregated and examined longitudinally. Ultimately, well implemented progress monitoring approaches may lead to enhancements that improve early childhood program quality and children’s school readiness.
- CPM APPAM 2013 paper 10-21-13.pdf (382.0KB)