Striving for Equitable Assessment Opportunities: Preschool Teacher Feedback on a Gamified Self-Regulation Task

• In Event: Saturday Roundtable Session 11:25 am
  In Roundtable Session: Early Childhood Education: Measures and Stakeholders (Table 26)

Abstract

Early childhood educators must be prepared to target self-regulation skills, which involve controlling and planning adaptive actions within one’s environment, with each of their students using developmentally appropriate practices and tools. However, commonly used observational assessments that ask teachers to report on student behaviors may be affected by inaccurate perceptions. A new teacher-facilitated, largely child-led tablet-based assessment of self-regulation called HTKS-Kids assesses each individual child’s regulatory skills directly, without using a checklist. This study garnered early childhood educators’ feedback on HTKS-Kids feasibility and its potential to present new information concerning their children’s school readiness skills. Findings have implications for increasing equitable assessment opportunities for students with disabilities and English language learners, as well as students of color.

Authors

• Samantha R. Didrichsen, University at Buffalo - SUNY

• Krystal Starke, Mattel Inc.

• Tammy Kwan, Cognitive ToyBox

• Megan McClelland, Oregon State University

• Tiffany Karalis Noel, University at Buffalo - SUNY

• Claire E. Cameron, University at Buffalo - SUNY