...use of a curriculum-based assessment tool, the development of portfolios aligned with the mandated Head Start Child Outcomes, and the integration of this child assessment information into individual and classroom instructional planning. During the intervention period, comparison classrooms continued to use the assessment approach adopted by the local Head Start program, which included the use of a standardized assessment tool and the use of an agency-developed lesson plan form. Intervention and pilot classrooms demonstrated significant improvements on some dimensions of classroom quality as measured by the Early Language and Literacy Classroom Observation (ELLCO) toolkit, whereas comparison classrooms exhibited no change in classroom quality. Implications for practice are discussed.

Introduction

The application of standards to educational programs as a measure of accountability has become commonplace (National Child Care Information Center, 2006; Scott-Little, Kagan, & Frelow, 2003). In the field of early care and education, this emphasis on standards is often viewed as counter to developmentally appropriate practice and can misguide programs to engage in assessment practices that are not recommended for young children (Meisels, 2000; Neisworth & Bagnato, 2004). This study describes a federally funded project that utilizes the Head Start Child Outcomes Framework as the basis for appropriate authentic assessment practices integrated into instructional planning for young children. This model of outcomes-driven authentic assessment linked to classroom instruction is then examined to determine its effect on classroom quality in preschool programs.

The increasing emphasis on accountability in early care and education programs has illuminated the need for rethinking assessment systems within the field of early childhood education. Increasingly, states and early education entities are developing child standards or child outcomes for children birth through 5 years of age. Head Start specifically developed their Child Outcomes Framework in 2000, outlining the expected outcomes for 4-year-olds as they exit the program (U.S. Department of Health and Human Services, 2003). In response to the Good Start, Grow Smart initiative, states are developing their own set of standards/outcomes for children. The National Child Care Information Center (NCCIC) lists 42 states currently holding or developing early learning guidelines (NCCIC, 2006). A joint position statement of the National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education (NAEYC & NAECS/SDE, 2003) cites both risks and benefits of such early learning standards/outcomes. The potential pitfalls of articulating child standards/outcomes include the negative impact on curriculum and a narrowing of focus on early education activities. However, benefits may also result in that standards may help teachers and programs develop clearer expectations for curriculum and learning goals, facilitate continuity across grade levels, and highlight ways to support children with special needs.

The primary challenge in applying early learning standards or child outcomes to early care and education programs is the potential disconnect between outcomes and appropriate assessment processes for gathering information that can be used at the programmatic level. Head Start, in particular, has implemented a National Reporting System that uses a standardized assessment process to document child outcomes (Rothman, 2005). Furthermore, the paucity of appropriate assessment tools for young children creates a dilemma in the implementation of a standards-based approach in early care and education. However, the assessment literature in early childhood education underscores the difficulty in obtaining reliable and valid information from young children in standardized assessment formats (Bagnato & Neisworth, 1995; Rafoth, 1997). The appropriate use of assessment tools is also a concern. Many early care and education programs use standardized diagnostic tools for purposes of instructional planning rather than for their intended clinical purpose (Rafoth, 1997). Taken together, these issues emphasize the difficulty in addressing the accountability mandates in the field...

NOTE: All illustrations and photos have been removed from this article.



More articles from Early Childhood Research & Practice
Using the project approach in a teacher education practicum.(Report), September 22, 2007

Looking for additional articles?
Search our database of over 3 million articles.

Looking for more in-depth information on this industry?
Search our complete database of Industry & Market reports by text, subject, publication name or publication date.

About Goliath
Whether you're looking for sales prospects, competitive information, company analysis or best practices in managing your organization, Goliath can help you meet your business needs.

Our extensive business information databases empower business professionals with both the breadth and depth of credible, authoritative information they need to support their business goals. Whether it be strategic planning, sales prospecting, company research or defining management best practices - Goliath is your leading source for accurate information.