Aligning Early Learning Foundations and Standards From Infancy Through Kindergarten With a Developmental Assessment Instrument

• 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 examine the alignment process between the DRDP (2015) instruments with California’s Infant-Toddler Learning and Development Foundations, Preschool Learning Foundations, and Kindergarten Content Standards. The presentation highlights key features of the process: the use of experts in child development to develop low-inference (i.e., behaviorally focused), authentic, observational measures of child development that align with state standards.

2. Perspective(s) or theoretical framework
The foundations and standards describe the state’s expectations for child learning and development. Both the foundations/standards and DRDP (2015) assessment instruments are informed by child development research, and their alignment strengthens a developmental approach to early learning and kindergarten readiness assessment.

3. Methods, techniques, or modes of inquiry
Alignment between the DRDP (2015) instruments with the standards and foundations occurred during instrument development, during an iterative revision process, and during preparation for the criterion-zone boundary setting process. During instrument development, the alignment method asked experts in child development to draft DRDP (2015) measures that were aligned with early learning foundations. The experts drafted measures within their areas of expertise, focusing on the essential components of the DRDP measures (i.e., adequate breadth of each domain, a focus on observable behaviors, and connection to long term academic achievement). The measures then underwent an iterative process of review and editing by CDE, DRDP project staff, and external reviewers that represented numerous stakeholders. DRDP staff simultaneously conducted extensive psychometric validation. When the measures were finalized, researchers carefully developed correspondence documents that specified the alignment between DRDP measures and standards.

4. Data sources, evidence, objects, or materials
Data sources include materials and artifacts used during the alignment process and the DRDP (2015) progressions that show the alignment between the assessment and the standards. The DRDP (2015) progressions cover a wide range of development – aligning with the California Foundations for Infants/Toddlers, Preschool, and the California Kindergarten Content Standards.

5. Results and/or substantiated conclusions or warrants for arguments/point of view
This talk will describe the process, including successes and pitfalls, of developing and aligning a comprehensive assessment of early childhood development with state-adopted standards. The products are assessments that reflect the expectations specified in the child development research literature and the foundations/standards, broadly covering the most salient knowledge and skills in early childhood.

6. Scientific or scholarly significance of the study or work
Developmentally informed, standards-aligned assessments are central components of our approach. The DRDP (2015) assessments document development for individual children along a continuum, which has relevance for other states undergoing similar efforts to develop a standards-aligned early childhood and school readiness assessments. Assessment continua correspond to early learning foundations and kindergarten standards, spanning infancy, toddlerhood, preschool, transitional kindergarten, and kindergarten, to support the use of the assessment for teachers to monitor children’s progress throughout the year, and for the state to monitor children’s development as they approach school entry.

Author

• Kerry Kriener-Althen, WestEd