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The present study explored the utility of a widely used performance-based assessment of children’s readiness skills as a kindergarten entry assessment. In a sample of 520 kindergarten students across 52 classrooms, we compared students’ school readiness skills as assessed by teachers using Teaching Strategies GOLD (TS GOLD) to direct assessments ad...
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Context 1
... assessment covers children's development in nine broad skill areas, including literacy, mathematics, language, social-emotional, cogni- tive, physical, science and technology, social studies, and arts. These skill domains are further described by 38 objec- tives (listed by skill domain in Table 3) and 65 behavioral indicators referred to as "dimensions." Using an online por- tal, teachers collect pieces of evidence of students' demon- strated skills, including classroom notes, videos, and samples of student work related to multiple domains of school readi- ness. ...
Citations
... In the United States, they are often used as Kindergarten Entry Assessments as they are considered to be more developmentally appropriate (e.g. Miller-Bains et al., 2017). However, for performance-based assessments to be effective and useful, they require careful planning and design. ...
Curriculum integration is often described as a way of ‘forging connections’ between different sources of knowledge. However, whatever form a curriculum takes, be it integrated or not, pedagogy and assessment are two crucial components. A meaningful, enjoyable, purposeful education relies on a nuanced, thorough and collective understanding of both. Pedagogy involves the art, science, theories and values of teaching and how these interact with children’s learning and development. It should be informed by research evidence, but is also influenced by individual and collective values and goals. Assessment refers to the process of gathering and using information to pinpoint and advance children’s learning. It, too, should be guided by empirical evidence as part of a broader consideration of curriculum aspirations. This report weaves together the literature on pedagogy and assessment with the research on curriculum integration, identifying implications for teacher and learner agency in the process.
... On the other hand, measuring students' perceptions and especially young children's perceptions about their relationships with teachers can be a challenging task (Vatou et al., 2020). The inclusion of young children's perceptions in research designs is often described as problematic, due to measurement, validity, ethical or developmental issues (Chambers and Johnston, 2002;Miller-Bains et al., 2017;Brooks and Murray, 2018). However, in the beginning of the new century researchers increasing include the examination of children's perceptions in their research designs Roorda et al., 2014;Vervoort et al., 2015;Longobardi et al., 2017;Liu et al., 2018;Verschueren et al., 2019). ...
Recent literature has shown the reciprocal influences of teacher-student relationships for both teachers and students in primary school. When it comes to early childhood education, very few studies have examined the level and the nature of agreement between teachers’ and students’ perceptions for their dyadic relationships. Using the one-with-many model (OWM), a dyadic analysis approach, the present study aims to examine the degree of agreement between teachers’ and students’ perceptions about their dyadic relations. The Student-Teacher Relationship Scale (STRS) and the Child Appraisal of the Relationship with the Teacher Scale (CARTS) are used to assess the quality of teacher–student dyadic relationships from teachers’ and students’ perceptions, respectively. The dyadic sample (N = 1,345 teacher-student dyads) is recruited from 168 preschool classrooms in Greece. Results of the OWM analysis showed that teachers and students evaluated their dyadic relationship quality in a different way and there is no reciprocity in their views. Implications of the study’s results are also discussed.
... There has been increasing focus on improving and expanding young children's educational experiences, particularly school readiness, which in turn elevates the need for effective early childhood assessments to identify and determine children's developmental and learning needs (Miller-Bains et al., 2017). With this need in mind, this research aims to bolster the practice of early childhood assessment by investigating the validity evidence related to the internal structure of Teaching Strategies GOLD ® assessment system (referred to as GOLD ® hereinafter), which measures young children's levels of knowledge and skills in identified developmental areas. ...
... Although the GOLD ® assessment system was not designed as a teacher/program evaluation tool, an achievement test, or a screening tool, it assesses children's competencies that are predictive of school readiness (Heroman et al., 2010), and has been widely adopted for accountability purposes across the nation (Miller-Bains et al., 2017). Given the popularity of GOLD ® assessment system, particularly its new edition GOLD ® B-3 rd , and the scarcity of related validity evidence, this study, based on a sample of children from birth through pre-kindergarten, aims to validate the proposed structure of child development and learning, and to contribute to the body of evidence about the internal structure of GOLD ® B-3 rd . ...
... Authors also observed considerably high correlation between the six domains: social-emotional, physical, language, cognitive, literacy, and mathematics. These findings are in line with the previous studies validating the measurement structure of GOLD ® B-K (Burts & Kim, 2014;Lambert et al., 2015a;Miller-Bains et al., 2017). As summarized in Lambert et al. (2015a), the high inter-factor rela- Note: SE = social-emotional, PHY = physical, LAN = language, COG = cognitive, LIT = literacy, MATH = mathematics, NA = percent of missingness, SD = standard deviation. ...
Teaching Strategies GOLD® child assessment system has been frequently adopted in state-funded early childhood policy initiatives, but there is little validation research about its newest edition, GOLD® Birth through Third Grade (GOLD® B-3rd). Based on a sample of children aged from birth through pre-kindergarten, this study investigated validity evidence regarding internal structure of this observational assessment, and the reliability estimates for each learning domain. From the results of confirmatory factor analysis, acceptable fit of the proposed measurement structure and high composite reliability estimates for the learning domains were found. We found evidence that the GOLD® B-3rd is a psychometrically adequate measure (to the extent of its internal structure) of developmental progress in social-emotional, physical, language, cognitive, literacy, and mathematics domains for young children. Findings of this research add to the body of validation research of GOLD® B-3rd, and encourage future investigations on other types of validity evidence for this scale.
... Relatedly, Lonigan et al. (2011) cautioned that informal assessments might not assist teachers in understanding children's development of specific skills across language and literacy domains because of the lack of systematicity and the minimal guidance as to how to interpret these data. This is mirrored in findings by Miller-Bains, Russo, Williford, DeCoster, and Cottone (2017), who found that an observation-based assessment did not help teachers differentiate between the skill levels and learning needs of children within their classrooms. Furthermore, others have cautioned that these types of observations might be biased by opportunities to see children demonstrate certain skills but not others (e.g., K. Snow, 2011). ...
... Thus, these teachers were missing a critical step in their data practice and potentially undersupporting children's development. This finding that few teachers were integrating or using data for a variety of practices is aligned with emerging evidence that teachers do not use data frequently and have difficulty in integrating across data sources (Brawley & Stormont, 2014;Miller-Bains et al., 2017;Zweig et al., 2015). Thus, together with the existing literature, our findings suggest that teachers may need more support to move beyond doing assessment to interpreting data and using data to inform multiple aspects of practice. ...
Early childhood research and policy have promoted the use of language and literacy assessment data to inform instruction. Yet, there is a limited understanding of preschool teachers’ data practices and sensemaking, particularly when considered from the perspectives of practicing teachers. In this multicase study, we used a phenomenological approach to generate a theory about preschool teachers’ data practices in relation to supporting children’s language and literacy outcomes. Twenty preschool teachers participated in a series of three observations, planning interviews, and stimulated recall interviews designed to tap their pedagogical reasoning and data use practices. The framework that emerged through iterative within‐ and cross‐case analyses comprised three major elements (what teachers knew, how they knew it, and the way they used the data) and suggested that teachers could be characterized into three data use profiles (data gatherers, in‐the‐moment data users, and integrated data users). Findings indicate (a) teachers may understand data differently than researchers or policymakers do, (b) teachers’ understanding of data sources goes beyond traditional conceptualizations, (c) a continuum in teachers’ data use practices, and (d) a need to better support teachers in moving from simply doing assessment to using data in ways that are meaningful for practice and children’s language and literacy outcomes.
... Nguyen et al. (2019) argue that the health dimensions that affect school readiness include self-care routines, healthy lifestyles, and personal safety. Meanwhile, from the motoric aspect, school readiness can be assessed from the development of gross and fine motor skills (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), balance (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), object control skills (Tortella et al., 2016). ...
... Nguyen et al. (2019) argue that the health dimensions that affect school readiness include self-care routines, healthy lifestyles, and personal safety. Meanwhile, from the motoric aspect, school readiness can be assessed from the development of gross and fine motor skills (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), balance (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), object control skills (Tortella et al., 2016). ...
The physical and psychological readiness of children will affect the transition phase of children entering more formal education. Increasing children's' school readiness is one the most important aims of quality early childhood education. This research aims to explore the experiences of early childhood educators in assessing the level of readiness of children entering primary education. This research is qualitative research using a phenomenological approach. Data was collected through focus group discussions (FGDs) involving 20 early childhood educators who covered kindergarten, RA, and PAUD in Cilacap, Central Java, Indonesia. The data analysis technique was carried out by applying the Miles and Huberman model. The results showed the concept of school readiness has been widely recognized by early childhood educators and colored the process of early childhood learning. Educators' perceptions of the dimensions of school readiness are based on the achievements of children's development, which include moral and religious values, physical-motor, cognitive, language, social-emotional, and art. The assessment of the child's developmental achievements is carried out formative with most using performance assessments. The plural assessment rubric is used as an observation instrument for the child's performance.
... Nguyen et al. (2019) argue that the health dimensions that affect school readiness include self-care routines, healthy lifestyles, and personal safety. Meanwhile, from the motoric aspect, school readiness can be assessed from the development of gross and fine motor skills (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), balance (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), object control skills (Tortella et al., 2016). ...
... Nguyen et al. (2019) argue that the health dimensions that affect school readiness include self-care routines, healthy lifestyles, and personal safety. Meanwhile, from the motoric aspect, school readiness can be assessed from the development of gross and fine motor skills (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), balance (Miller-Bains et al., 2017;Nguyen et al., 2019;Setiawati et al., 2017;Tortella et al., 2016), object control skills (Tortella et al., 2016). ...
The physical and psychological readiness of children will affect the transition phase of children entering more formal education. Increasing children's' school readiness is one the most important aims of quality early childhood education. This research aims to explore the experiences of early childhood educators in assessing the level of readiness of children entering primary education. This research is qualitative research using a phenomenological approach. Data was collected through focus group discussions (FGDs) involving 20 early childhood educators who covered kindergarten, RA, and PAUD in Cilacap, Central Java, Indonesia. The data analysis technique was carried out by applying the Miles and Huberman model. The results showed the concept of school readiness has been widely recognized by early childhood educators and colored the process of early childhood learning. Educators' perceptions of the dimensions of school readiness are based on the achievements of children's development, which include moral and religious values, physical-motor, cognitive, language, social-emotional, and art. The assessment of the child's developmental achievements is carried out formative with most using performance assessments. The plural assessment rubric is used as an observation instrument for the child's performance.
... However, teachers cannot be expected to be proficient in all of their students' respective home languages (Ackerman & Tazi, 2015). Not surprisingly, previous research has suggested some validity and reliability concerns when teachers serve as an assessor or observer in classrooms serving young English learners (Hanover Research, 2017;Lambert et al., 2015;Miller-Bains et al., 2017;Soderberg et al., 2013). ...
Over the past 8 years, U.S. kindergarten classrooms have been impacted by policies mandating or recommending the administration of a specific kindergarten entry assessment (KEA) in the initial months of school as well as the increasing reliance on digital technology in the form of mobile apps, touchscreen devices, and online data platforms. Using a sample of KEAs used in 29 states in Fall 2019, in this report I examine the KEA digital technology landscape. Of particular interest was the extent to which states with similar KEA item types incorporated such technology as well as the potential impact of these technology inputs on the role of the kindergarten teacher in the KEA administration, scoring, and report-generating processes. Analyses of the study’s data demonstrated that all 29 states incorporate digital technology into their KEAs. However, differences among states’ technological inputs suggested four different models of KEAs
along a continuum of supplanting versus retaining teachers’ active roles in the administration, scoring, and report-generating processes. These findings have implications for short-term research agendas aimed at supporting KEA validity, reliability, and utility.
... We note that data collection with young children often requires a variety of methods including the use of observation-based ratings (what we use for the remaining 25% of the test) or checklists-each method with its own strengths and weaknesses. We prioritized direct assessment methods because standardized direct assessments are often more reliable across raters than observational ratings (Ackerman, 2018;Russo, Williford, Markowitz, Vitiello, & Bassok, 2019), and may provide better skill differentiation (Miller-Bains, Russo, Williford, DeCoster, & Cottone, 2017), while recognizing there are potential weaknesses (Bagnato, Neisworth, & Pretti-Frontczak, 2010). All subtests were designed to be electronically administered with subtest scores automatically calculated to improve ease of usage and minimized administration and scoring related errors (Foorman, York, Santi, & Francis, 2008). ...
There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and tested 14 English subtests. We describe how teacher input and SEA priorities and policies guided development of the test blueprint in phase one. We calibrated the measures across the state in phase two and established initial evidence of reliability and validity in phase three (n = 208). In phase four, we developed our technology platform, scoring, and student grouping tools to improve data utilization. Practice or Policy: We describe in phase five current delivery and implementation practices across the state and future work to improve and expand the measures along with a set of linked activities to help teachers use data to guide instruction. We discuss principles and methods the assessment developers utilized, as these perspectives may inform the development and usage of other KEAs.
... Research conducted over the past 5 years (e.g., Barnett et al., 2017;Hughes, 2015;Loesch-Griffin, Christiansen, Everts, Englund, & Ferrara, 2014;Miller-Bains, Russo, Williford, DeCoster, & Cottone, 2017;REL Northwest, 2016;Weisenfeld, 2017aWeisenfeld, , 2017cWilliford, Downer, & Hamre, 2014) suggests that GOLD® (Heroman et al., 2010) has been used as a KEA in at least 13 states and the District of Columbia. At least 5 of these 13 jurisdictions have since elected to use a different measure for this purpose. ...
... These data also have been used to evaluate GOLD's® construct validity for determining EL preschoolers' knowledge and skills Kim, Lambert, Durham, & Burts, 2018;Lambert, 2012;Lambert, Kim, Durham, & Burts, 2017). However, it should be noted that additional studies suggest potential observer reliability challenges, particularly when rating EL students (Lambert, Kim, & Burts, 2015;Miller-Bains et al., 2017). ...
Two consequentially related education policy topics in the United States are kindergarten entry assessments (KEAs) and the growing number of students who are “English learners” (ELs). In this study, I compared the content of, and home language use policies for six state KEAs, all of which were comprised of items from the GOLD® observational measure. Of specific interest were the domains, and items within domains, contained in these “GOLD®-based” KEAs, and for which items EL kindergartners were permitted to use their home language to demonstrate their knowledge and skills. Research Findings: The six sampled GOLD®-based KEAs differed in the domains included and items for which teachers were expected to collect evidence, as well as the extent to which such evidence was permitted to be collected while EL kindergartners used their home language. Practice or Policy: The study’s results suggest that it could be useful for policymakers tasked with selecting or developing a KEA aimed at informing kindergarten teachers’ instruction in classrooms serving EL kindergartners to consider the validity and reliability tradeoffs of implementing different versions of a GOLD®-based KEA. These results also suggest several GOLD®-based KEA validity and reliability topics to be researched.
... Future research should extend our analytic approach to other populations being assessed with the DRDP to develop a comprehensive evidence base for its validity and generalizability. Given the recent interest examining the validity and reliability of teacher-rated assessments in publicly funded preschool programs (e.g., Miller-Bains, Russo, Williford, DeCoster, & Cottone, 2017;Russo, Williford, Markowitz, Vitiello, & Bassok, 2019;Wakabayashi, Claxton, & Smith, 2019), it is important to emphasize that replicating our fivefactor DRDP model with other diverse samples, settings, and policy contexts is a critical next step for this work. This replication would help us understand and improve the existing DRDP measure in terms of its psychometric properties so that it can be better utilized in large-scale implementation and as a tool for improving the quality of children's early learning experiences. ...
This study reports an independent investigation of the psychometric properties of Desired Results Developmental Profile (DRDP), a teacher-rated measure of school readiness for preschool-aged children. In a sample of 2,031 low-income, 3-to 5-year-old children attending Head Start, we tested three measurement models: a higher order one-factor model, a seven-factor model, and a five-factor model. To explore the appropriateness of the DRDP for use with diverse populations of young children, we used multiple group and differential item functioning (DIF) analyses to determine whether the DRDP works differently for dual language learners (DLL) and non-DLLs. The proposed five-factor structure fits the data best, with greater face and statistical validity. Using this conceptually driven factor structure, the multiple group analyses were robust for DLL and non-DLL preschool students. More than half of the items on the DRDP displayed little DIF. Items measuring emergent language and literacy exhibited DIF favoring non-DLL children.
