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.
Participants:
Data Collection:
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
Hunter College at the City University of New York, School of Education
Lacey E. Peters, Sherryl Browne Graves, Eva Liang, & Sanae Akaba
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.
Lacey E. Peters & Sherryl Browne Graves
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.