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Authentic Assessment in UPK: Case Studies on Utility, Fidelity, and Applications to Practice Project

Start Date January 2017 End Date September 2019
Keywords authentic assessment qualitative

Description

Multiple case studies will be used to find answers to questions about the use of authentic assessment tools, including Teaching Strategies Gold (TSG), Work Sampling (WS), and High Scope Child Observation Record (COR), in PreK for All programs. Researchers will primarily work with head teachers and assistant teachers to gain insight on how the assessment tools influence teachers' daily practices, the decisions made about curriculum design, and to examine how teachers use assessment to develop a deeper understanding of children's individual needs and interests. Researchers will also seek the perspectives of program administration, and parents/primary caregivers to develop a more comprehensive understanding of how the assessment tools are used for other purposes within a PreK for All learning community.

Design

Participants: 

  • Administrators
  • Lead teachers
  • Assistant teachers
  • Other support staff
  • Parents or primary caregivers  

Data Collection: 

  • Intake surveys: Intake surveys will be collected from teachers, assistant teachers, site directors/administrators, and parents/caregivers to provide demographic information, as well as information on educational background, qualifications, and experiences in early childhood care and education (of education personnel).
  • Initial & ongoing interviews with directors, head teachers, assistant teachers, parents/caregivers for case study data: Interviews with teachers, assistant teachers, program directors, and parents/care givers will use various inquiry strategies to better understand the use of assessments to inform work with children in UPK classrooms and use of assessments to inform practice and communication between teachers, parents, and administrators to triangulate beliefs about the use of assessment in UPK classrooms.
  •  Classroom Observations: Observations of teachers during various instructional periods to obtain a full picture of instructional practices across content and domains. Observations of children will be conducted during instructional and free play.

 

Researchers

Sherryl Browne Graves, Ph.D., Professor of Psychological Foundations; Acting Senior Associate Dean, School of Education

Lacey Peters, Ph.D., Assistant Professor, Early Childhood Education Department of Curriculum and Teaching

Contributing Institutions

Hunter College at the City University of New York 

Resources

Authored December 2019
Authors

Lacey E. Peters, Sherryl Browne Graves, Eva Liang, & Sanae Akaba

Institutions Hunter College at the City University of New York
Type Presentation

This poster was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The poster previews background information and insights from the study of Case Studies on Authentic Assessment: Perspectives on Fidelity, Utility, and Applications to Practice.

Authored December 2019
Authors

Lacey E. Peters & Sherryl Browne Graves

Institutions Hunter College at the City University of New York
Type Presentation

This presentation was shared at the New York City Early Childhood Research Network Research symposium on December 6, 2019. The presentation previews background information and insights from the study of Re-envisioning Professional Learning to Account for and Include Teachers’ Brilliance.