Effects of District-Specific Professional Development on Teacher Perceptions of a Statewide Kindergarten Formative Assessment

• In Event: 41.031 - Ready for Kindergarten? Screening, Formative Assessment, and Performance Assessment

Abstract

In an effort to lessen the implementation burden of a new formative assessment, a state allowed each of its school districts to develop their own professional development and implementation plans based on their unique capacities. This study qualitatively analyzed data from six school case studies and an electronic survey issued to all state kindergarten teachers to determine the effects of professional development variability on teacher perceptions of the assessment’s utility for informing their instruction. Data indicates that differences in the delivery method, training length, and resources provided by districts often negatively influenced overall teacher perceptions of the assessment. These findings have broad implications for other states currently developing early childhood formative assessments or statewide implementation plans for new education initiatives.

Authors

• Angela Ferrara, University of North Carolina - Charlotte

• Erica Merrill, University of North Carolina - Charlotte

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

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