Rethinking Early Childhood Assessment Systems: Elevating the Voices and Images of Educators, Children, and Families

• In Event: Early Childhood Education for a New Age: Centering Equity and Social Justice

Abstract

This presentation examines how ECE practitioners utilize innovative forms of authentic assessments to strengthen dual language learning for young children and families from minoritized communities. The presentation draws on a three-year data corpus of teacher research data on an innovative dual language assessment and informal interviews with teachers and families in public preschools serving children and families from minoritized communities. The presentation specifically highlights Learning Stories, a narrative-based assessment adapted from New Zealand/Aotearoa that privileges the bilingual voices and images of indigenous children and families as playing more participatory and critical roles in curricular and assessment systems (Carr & Lee, 2019).

Author

• Isauro M. Escamilla Calan, San Francisco State University