Division H - Research, Evaluation and Assessment in Schools / Division H - Section 3: Assessment in Schools

Brandan Keaveny, Data Ethics LLC

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

Examining the Factor Structure and Measurement Invariance of a Large-Scale Kindergarten Entry Assessment - Phillip Shawn Irvin, University of Oregon; Gerald A. Tindal, University of Oregon; Stephen John Slater, Oregon Department of Education

Quality of Mathematics Instruction in Kindergarten: Score Stability and Associations With Students' Achievement and Motivation - Panayota Y. Mantzicopoulos, Purdue University; Brian F. French, Washington State University; Helen Patrick, Purdue University; ChangChia James Liu, New York Hall of Science; Yaheng Lu, Purdue University

The Alaska Developmental Profile: Perceptions of a State-Mandated Kindergarten Screening Tool - Kathryn Ann Ohle, University of Alaska Anchorage; Hattie Harvey, University of Alaska Statewide; Sophia Leshan, University of Alaska Anchorage

Equity for All Learners Through Formative Assessment: Rapid Recognition of Instructional Needs - Karen Burstein, University of Louisiana Lafayette; Renee M. Casbergue, Louisiana State University - Baton Rouge

Debra J. Ackerman, Educational Testing Service (ETS)