The Association Between the Teaching Strategies GOLD Assessment System and Direct Assessments of Child Progress

• In Event: Assessing Children's Learning and Development, Parenting Practice, and Home/School Connection

Abstract

The associations between scale scores obtained from a teacher observation-based authentic assessment measure, the Teaching Strategies GOLD®, and (a) teacher ratings of child social functioning and learning behaviors, and (b) child performance on external, individually administered direct assessments were examined. The sample included 299 preschool children attending 51 different Head Start, public pre-k, and private school classrooms across 16 centers. Pearson correlation coefficients and a two level Hierarchical linear model (HLM) were used to assess the degree of association between GOLD® scale scores and external measures. The correlations of the external measures with GOLD® domains were generally moderate and in expected, aligned areas. Findings suggest that GOLD® is a viable authentic assessment measure that taps preschool children’s development and learning.

Authors

• Richard G. Lambert, University of North Carolina - Charlotte

• Do-Hong Kim, University of North Carolina - Charlotte

• Diane C. Burts, Louisiana State University