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

Session Type: Symposium

Abstract

This symposium focuses on the role of statewide aggregate reporting in the Desired Results Developmental Profile (DRDP [2015]) assessment of early childhood development. The set of DRDP (2015) assessment tools represents a developmental continuum from birth to kindergarten that can be used with all children, including dual language learners. The presentations discuss (a) the ways in which the system was designed to support policy goals, (b) the implementation of the standards-based process for aligning assessment results with early learning and kindergarten standards, (c) how the psychometric models produce information of interest to stakeholders at the state level and the local levels, and (d) the results of the DRDP (2015) implementation, focusing on the value of this system for statewide aggregate reporting.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Karen L. Draney, University of California - Berkeley

Papers

• The Policy Implications of Using the Desired Results Developmental Profile (2015) and Criterion-Zone Boundary Approach for Statewide Aggregate Reporting - Peter L. Mangione, WestEd

• Aligning Early Learning Foundations and Standards From Infancy Through Kindergarten With a Developmental Assessment Instrument - Kerry Kriener-Althen, WestEd

• Multidimensional Item Response Theory Analysis to Support Formative, Longitudinal Assessment of Early Childhood Development - Joshua Sussman, University of California - Berkeley; Perman Gochyyev, University of California, Berkeley

• The Criterion-Zone Boundary Approach to Studying Progress Toward Reaching Statewide Early Learning Goals - Emily Newton, WestEd

• High-Quality Individual and Group Reports for Early Childhood Development - Linda Morell, University of California - Berkeley; Rebecca Freund, University of California - Berkeley

Discussant

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