Cultural Sensitivity of Assessments based on Learning Progressions within Early Childhood Assessment Systems

• In Event: Learning Progressions

Abstract

This paper examines the learning progressions (LPs) within early learning and kindergarten entry assessment (EL-KEA) systems. We examine the degree to which models of learning and development operationalized by LPs apply equally well to culturally and linguistically diverse (CLD) families and children identified as White.

Author

• Joshua Sussman, UC BERKELEY