States are working to build comprehensive early childhood assessment systems to answer key questions about young children’s learning and development and the effectiveness of early childhood programs. Research and best practice will help states as they make decisions and provide leadership in developing, adopting and providing guidance on assessment of children, programs, and educators; providing professional development on how to administer and use the results of assessments; and supporting timely, useful reporting of assessment data to early childhood programs, teachers, families, school districts and state policymakers.
This report provides state leaders and technical assistance providers with information about the design and requirements of teacher evaluations systems for early childhood teachers in 11 states. The report discusses the approach each state is taking to adapt the state system and develop resources for early childhood teachers. It identifies specific opportunities and challenges state leaders are addressing in implementing student learning objectives as an alternative method of measuring early childhood teachers’ contributions to children’s learning. The report concludes with questions for further research and recommendations for state policy makers. Executive Summary also available.
This document provides information about KEA measures used by other states, the processes states have used to develop their KEA state policy, and how states are supporting the training and professional development of practitioners and administrators in various settings.
This document provides a snapshot of the number of states that include pre-kindergarten teachers in state teacher evaluation systems. It also provides additional information related to infant/toddler and other early childhood staff.
This report discusses why evaluation and monitoring systems are important for quality early education and the data states collect to monitor and evaluate pre-k programs.
This webinar, jointly sponsored by CEELO and the Early Childhood Technical Assistance (ECTA) Center, presents critical information for states as they engage in activities to improve the quality of teaching and learning through supporting formative assessment processes.
Part 1 of this tool is designed to assist State Teams in mapping the current status of efforts to implement a comprehensive assessment system for children from birth through 3rd grade and teacher/classroom and program assessment and evaluation. Part 2 is designed to assist State Teams in setting priorities for planning, implementing and sustaining initiatives in their comprehensive assessment system in the coming year. Also available as a Word document. (Word)
This document gives recommendations about research and practical resources to inform technical assistance conducted with state education staff on Formative Assessment.
This document provides information on what steps states are taking, that have received Race to the Top-Early Learning Challenge funding, to design their validation studies to inform their approach to validation studies.
This page offers helpful resources on assessment from the 2013 CEELO Roundtable. (see “Presentations” and “Resources” tabs).
This video aims to deepen understanding of using assessment as a resource to improve the work teachers do in early childhood education. This message was presented to early childhood specialists attending CEELO’s 2013 Roundtable Conference in San Francisco.
This video provides guidance on how teachers can use assessment to improve their work with young children. This message was presented to early childhood specialists attending CEELO’s 2013 Roundtable Conference in San Francisco.
This presentation provides an overview of the formative assessment cycle, demonstrates the role of standards in assessment, interprets examples of data to inform instruction, and highlights the connection between assessment and instruction. Shannon Riley-Ayers presented this material at the Wisconsin “UnConference” of Early Literacy.
