"I Can, but I Can't": Accountability's Impact on Self-Efficacy and Agency While Implementing Kindergarten Formative Assessment

• In Event: Marriott Roundtable Session 7
  In Roundtable Session: Examining the Impact of Accountability Systems on Both Teachers and Students

Abstract

Kindergarten teachers often struggle to meet their students’ developmental needs while accommodating accountability mandates developed in NCLB’s wake. Where kindergarten once focused on a whole-child pedagogy, it has become increasingly centered on academic achievement. In an effort to refocus on developmentally appropriate practice, one state has implemented a whole-child K-3 formative assessment process (FAP). We analyze three years of qualitative data to understand teacher perceptions of self-efficacy and professional agency in implementing the FAP. A majority of teachers felt the FAP followed best-practices in early childhood education based on their professional training, indicating high self-efficacy. Conversely, teachers found it difficult to implement the FAP as intended due to administrative pressure to focus on literacy and mathematics, indicating low professional agency.

Authors

• Angela Ferrara, University of North Carolina - Charlotte

• Erica Merrill, University of North Carolina - Charlotte

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