Early Childhood Educators' Beliefs and Practices about Assessment

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Description

Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the ... continued below

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vi, 173 leaves

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Diffily, Deborah May 1994.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 133 times , with 7 in the last month . More information about this dissertation can be viewed below.

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  • Diffily, Deborah

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Description

Standardized tests are being administered to young children in greater numbers in recent years than ever before. Many more important educational decisions about children are being based on the results of these tests. This practice continues to escalate despite early childhood professional organizations' calls for a ban of standardized testing for children eight years of age and younger. Many early childhood educators have become dissatisfied with multiple-choice testing as a measure of student learning and are increasingly using various forms of alternative assessment to replace the more traditional testing formats. Teachers seem to be caught in the middle of the controversy between standardized testing and alternative assessment. This research examined what early childhood educators in one north Texas school district believe about assessment of young children and what assessment methods they report using in their classrooms, as well as factors which influence those beliefs and practices. The sample for this study was 84 teachers who taught prekindergarten through third grade. An eight-page questionnaire provided quantitative data and interviews and the researcher's journal provided qualitative data.

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vi, 173 leaves

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  • May 1994

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  • March 24, 2014, 8:07 p.m.

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  • Dec. 11, 2014, 9:09 a.m.

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Diffily, Deborah. Early Childhood Educators' Beliefs and Practices about Assessment, dissertation, May 1994; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc277624/: accessed December 11, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .