The Policy Implications of Using the Desired Results Developmental Profile (2015) and Criterion-Zone Boundary Approach for Statewide Aggregate Reporting

• In Event: 81.028 - Supporting Children's Early Learning and Kindergarten Goals With a Standards-Aligned Assessment: Effective Practices in Statewide Aggregate Reporting

Abstract

1. Objectives or purposes
To explore the policy implications of applying the criterion-zone boundary approach to statewide early learning and development assessment data to measure progress towards reaching state early learning goals.

2. Perspective(s) or theoretical framework
California’s early learning goals are embodied in California’s Infant/Toddler Learning and Development Foundations, Preschool Learning Foundations, and Kindergarten Content Standards. The DRDP instruments, the centerpiece of California’s Desired Results system, are part of a formative process that teachers use to plan curriculum. Capitalizing on this effort, we can aggregate children’s data at the state level to assist the state in measuring progress and planning resources to support all children’s progress toward the state’s early learning goals.

3. Methods, techniques, or modes of inquiry
Criterion-referenced boundaries differ from norm-referenced boundaries in how the reference points are defined. In a norm-referenced approach cut-scores are related to the existing set of children in the sample. The developmental profiles of children in a particular sample may not accurately reflect typical child development. Thus, norm-referenced boundaries could over or under underestimate the potential developmental progress of a group of children. When used for state-level decision-making, a recommended alternative is to define criteria (cut scores) based on the child development research literature—as summarized in the foundations and kindergarten standards—and psychometric information from the assessment.

4. Data sources, evidence, objects, or materials
This paper highlights the need for an effective approach for examining readiness using statewide aggregate data, so that states can design and implement policies that promote the readiness of all children, including identification and monitoring of groups that need additional support to develop school readiness skills.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
The criterion-zone boundary approach described in subsequent talks can be used to examine statewide early learning and kindergarten readiness goals by (1) assessing children based on the state’s foundations and standards which are informed by research-based expectations aligned to the assessment instrument by content experts and (2) using results derived from a multidimensional item response measurement model. This approach provides rich results on which California’s early learning goals can be monitored and policy decisions can be made.

6. Scientific or scholarly significance of the study or work
Aligned to California’s foundations and standards, DRDP criterion-zone boundaries can provide California with statewide information about children’s developmental progress in relation to the State’s early learning goals. The results support the State’s ability to use assessment results to plan around how best to support early learning and children’s school readiness. The proportion of children within each readiness zone defined through DRDP aggregate reporting and the resulting findings will inform early learning priorities for teachers, programs, and the State. In addition to providing readiness data for the State, DRDP aggregate reporting allows communities to organize around the identified needs of local children and to advocate for new or expanded resources.

Author

• Peter L. Mangione, WestEd