Examining Kindergarten Teachers' Implementation Fidelity Practices With the North Carolina Early Learning Inventory

• In Event: Fairmont Roundtable Session Eight
  In Roundtable Session: Making Meaning From Assessment Data and Teachers' Beliefs (Table 17)

Abstract

This grounded theory study seeks to 1) understand what barriers North Carolina kindergarten teachers experience as they implement a new authentic formative assessment, the North Carolina Early Learning Inventory (NC ELI), and 2) identify factors that increase implementation fidelity with the new measure. Data were collected from 10 teachers using semi-structured interviews and analyzed using constant comparative methods. Findings suggested that teachers have strong formative assessment practices, yet unclear expectations and insufficient training with the NC ELI contributed to poor implementation practices. The North Carolina Department of Public Instruction and school districts across the state should ensure adequate training to mitigate the gap between teachers’ capacity for engaging in formative assessment and their use of the NC ELI.

Authors

• Hannah Luce, University of North Carolina - Charlotte
  Presenting Author

• Kristin Villanueva, University of North Carolina - Charlotte
  Presenting Author