An Examination of Electronic Evidence Collected as Part of a Statewide Kindergarten Entry Formative Assessment

• In Event: Measurement of Classroom Assessment Practices

Abstract

This study analyzes the implementation of an electronic portfolio in a statewide kindergarten entry formative assessment in 73 schools, in 49 districts in one southeastern state. A total of 177 teachers uploaded 12,554 pieces of documentation into an electronic portfolio. Teachers also related evidences to specific constructs that reflect social, physical, language, cognitive, literacy, and math skills development. The results were used to create a scale that divides teachers into low, moderate, and high implementers. This study focused on what extent the electronic portfolio was used, and if the implementation varied according to urbanicity. The results indicate that most of the teachers were moderate implementers, and level of implementation was related to urbanicity in two criteria in this analysis.

Authors

• Priscila G. Baddouh, University of North Carolina - Charlotte

• Monique Nicoleau, University of North Carolina - Charlotte

• Angela Ferrara, University of North Carolina - Charlotte

• Pamela L. Shue, University of North Carolina - Charlotte