Comparing the Potential Utility of Kindergarten Entry Assessments for Providing Evidence of English Learners' Knowledge and Skills

• In Event: 43.046 - Early Childhood Assessments

Abstract

This research examined the potential utility of nine state kindergarten entry assessments (KEAs) to provide evidence of English learners' (ELs) knowledge and skills. Of specific interest was the inclusion of EL-specific items, policies on allowable direct linguistic supports and KEA assessor/observer linguistic capacity, and to what extent prior research supports the use of these measures with EL students. The study’s results suggest that the nine sample KEAs represent three different profiles along a less-to-more content, accommodations, assessor/observer linguistic policies, and research continuum. These results have implications for policymakers who are tasked with selecting or developing a KEA aimed at informing kindergarten teachers’ EL-focused instruction, as well as the future research to be conducted on KEAs designed for this purpose.

Author

• Debra J. Ackerman, Educational Testing Service (ETS)