Submission Type

Article

Educator Perspectives on a Kindergarten Entry Assessment: Implementation Experiences, Support, and Data Utilization

Authors

T. Scott Holcomb, Duke UniversityFollow
Zhi Li, University of North Carolina at Charlotte
Richard Lambert, University of North Carolina at Charlotte
Angela Ferrara, University of North Carolina at Charlotte

Abstract

This mixed methods study provides insight into practitioner attitudes and experiences with the North Carolina Kindergarten Entry Assessment (NC KEA) and helps determine what resources are needed to support intended use of the assessment. The survey and follow-up interviews allowed researchers to gather quantitative and qualitative data to gain a more in-depth understanding of each individual’s unique views. While most teachers felt prepared to implement the KEA, the majority did not find assessment data useful. Interviews highlighted the lack of understanding regarding the purpose of the assessment and the frustration that can follow this type of misunderstanding.

Impact Statement

This manuscript contributes information concerning the implementation of a statewide, school readiness assessment. The paper addresses kindergarten teachers' perspective of the usefulness of data from the assessment, professional development they require to implement the assessment as intended, and how assessment results inform student learning in their classrooms.

Recommended Citation

Holcomb, T. Scott; Li, Zhi; Lambert, Richard; and Ferrara, Angela (2024) "Educator Perspectives on a Kindergarten Entry Assessment: Implementation Experiences, Support, and Data Utilization," Perspectives on Early Childhood Psychology and Education: Vol. 8: Iss. 1, Article 3.
DOI: https://doi.org/10.58948/2834-8257.1055
Available at: https://digitalcommons.pace.edu/perspectives/vol8/iss1/3