Early Education and Care Assessment Systems – Panel Discussion Board of Early Education and Care Meeting April 10, 2012 1 Standards, Assessment and Accountability Teacher Quality Strong Child Outcomes 2 EEC Comprehensive Assessment Strategy Access to educational screenings and assessments for all children Types: Work Sampling, High Scope, Creative Curriculum Provider: Public schools, community ECE programs Program Environment (Adult/Child Interactions) Formative Assessment Norm Referenced Summative Assessment Types: PPVT, EVT, Woodcock Johnson Social/Emotional Provider: Public schools, community ECE programs Screening Assessments (e.g., ASQ, ASQ-SE) 450,000 children: in communities, EEC programs, and schools – including Child Find, CFCE programs Screening and Assessment Types Massachusetts Early Learning and Development (MELD) assessment system MELD is a system of screening and assessment for children from birth to third grade, including the Massachusetts Kindergarten Entry Assessment (MKEA), that aligns seamlessly with the Massachusetts Comprehensive Assessment System (MCAS) Screening: Ages and Stage Questionnaire (ASQ), and Social-Emotional version (ASQ-SE) Formative Assessment: Work Sampling System, Teaching Strategies-GOLD High Scope COR Diagnostic Inventories Battelle Developmental Inventory – 2 (EI) Kindergarten Entry Assessment The state will implement the Massachusetts Kindergarten Entry Assessment (MKEA) to produce a common statewide measure of children’s school readiness. The state will train kindergarten teachers on the use of formative assessment as a measure of school readiness and the effective use of data to inform instruction and curriculum planning through state Readiness Centers. The state will also conduct psychometric testing, such as item analysis, of approved assessment tools to develop a common statewide kindergarten readiness metric. Norm Referenced Peabody Picture Vocabulary Test (PPVT) Woodcock-Johnson, and the Expressive Vocabulary Test (EVT) Two fine motor tests and one gross motor test to be developed 4 QRIS Child observation Assessments of environmental quality Teacher-child interactions Formative assessments of children's learning progress Key Focus of Assessment (Outcomes) Communication: Engage Parents, input in assessment Improves Teaching and Learning: Individualizes supports for children 5 Improves Program Quality. Development of Classroom Supports and Individual Teacher Professional Development Plan Improves Local and Community supports for child development Informs State Policy Panelists’ Perspectives on the Value of Formative Assessments 6 Pearson Education, Inc. Teaching Strategies, LLC Hannah Gebretensae Director of Early Childhood Programs Aspire Institute at Wheelock College Wayne Ysaguirre President and CEO Associated Early Care and Education, Inc.