Kindergarten Teachers' Use of Assessments and Data (Poster 1)

• In Event: Teacher Practices: From Assessment Use to Principal Evaluation

Abstract

With increased demand on teachers to collect and use assessment data, it is critical to understand teachers’ perspectives on assessments and their use. We collected data from 735 kindergarten teachers on the assessments that they use and how they use them. Teachers reported using a variety of assessment types (e.g., standardized, teacher-created). They also reported using assessments for a variety of reasons, such as to inform and plan their instruction and to evaluate students’ progress. Interestingly, some of the assessments and reported use differed based on years of teaching experience and district setting (e.g., teachers in small town settings were more likely to report using teacher-created assessments than teachers in other settings). Practical and policy implications are discussed.

Authors

• Amy Napoli, University of Nebraska - Lincoln

• Rachel E. Schachter, University of Nebraska - Lincoln

• Pearl Avari, University of Nebraska - Lincoln