Developing Effective Statewide Kindergarten Assessments with the Work Sampling System

Developing Effective Statewide Kindergarten Assessments with theWork Sampling System

Developing Effective Statewide Kindergarten Assessments with theWork Sampling System

Samuel J. MeiselsErikson Institute

smeisels@erikson.edu

Principles of Kindergarten Readiness

Testing

Principles of Kindergarten Readiness

Testing

Principle 1: High StakesPrinciple 1: High Stakes

Precautions will be taken to avoid using

kindergarten assessment data for high stakes

purposes.

Principle 2:Instructional Improvement

Principle 2:Instructional Improvement

Assessment data will be used to inform and

improve instruction and monitor trends.

Principal 3:Method of Assessment

Principal 3:Method of Assessment

No single method is prescribed, but there is a

strong preference for criterion-referenced

observational assessments in naturalistic settings that

are repeated over time.

Principle 4:Multiple Domains

Principle 4:Multiple Domains

The assessment process will include measures of

child development across at least five domains.

Principal 5:Diverse Culture, Language,

and Ability

Principal 5:Diverse Culture, Language,

and Ability

The assessment process will be appropriate for

children of all cultural and linguistic backgrounds

and for those with diverse abilities.

Principle 6:Teachers and Professional

Development

Principle 6:Teachers and Professional

Development

Where possible, teachers should be used as assessors

and should be provided on-going professional

development.

Principle 7:Psychometrics

Principle 7:Psychometrics

Assessment methods will be psychometrically

sound.

Principle 8:K – 3 Alignment

Principle 8:K – 3 Alignment

The assessment process will support transition and

alignment between kindergarten and the early

elementary grades.

Observational AssessmentObservational AssessmentDefinedDefined

Observational AssessmentObservational AssessmentDefinedDefined

Standards-based assessments of children

performing tasks that are part of their daily

experience.

The best way to evaluate a child’s performance is to

study performance, not something else.

Can We TrustTeachers’ Judgments?

Can We TrustTeachers’ Judgments?

Principal Study QuestionsPrincipal Study Questions

• Is WSS a valid means of evaluating student achievement and progress?

• What is the impact of WSS on families?

• What is the impact of WSS on student learning?

ParticipantsParticipants

• K – 3, cross-sectional• N = 345• 17 classrooms (volunteer), 5

schools• 70% African-American, 80%

free and reduced lunch, 49% male, 8% special needs

Results of the WSS Validity Study (K – 3)

Results of the WSS Validity Study (K – 3)

• WSS correlates well with an individually administered psychoeducational battery (the Woodcock Johnson-Revised);

• WSS is a reliable predictor of achievement ratings in K – Grade 3;

• WSS accurately discriminates between children who are and are not at risk.

Parental Response to To Work Sampling

Parental Response to To Work Sampling

• Hold positive attitudes toward WSS• Believe that WSS is beneficial• Prefer WSS summary reports to

conventional report cards• Want their children to continue

participating in WSS classrooms

Parents in this study (N = 246; 70% return rate):

Does WSS Have an Impact on Children’s

Learning?

Does WSS Have an Impact on Children’s

Learning?

ConclusionsConclusions

• WSS is a valid and effective assessment of learning.

• Teachers and families are satisfied with it.

• Students in WSS classrooms make significant achievement gains.

Children Entering School Ready to LearnChildren Entering School Ready to Learn(Percent of all Kdg. Students)(Percent of all Kdg. Students)

Maryland Model of School ReadinessMaryland Model of School Readiness

Children Entering School Ready to LearnChildren Entering School Ready to Learn(Percent of all Kdg. Students)(Percent of all Kdg. Students)

Maryland Model of School ReadinessMaryland Model of School Readiness

Maryland School Readiness

7873

6867

605855

5249

1924

2828

343538

4144

334566677

0

10

20

30

40

50

60

70

80

90

01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

Full Approaching Developing

Third Grade Reading Performance by MN Kindergarten Proficiency

(K in 2006, 3rd in 2010)

Third Grade Reading Performance by MN Kindergarten Proficiency

(K in 2006, 3rd in 2010)

26

K Proficient K Not Proficient

Third Grade (75% standard) (< 75% of total)

Partially or not met 14% 33%

Meets proficiency 20% 27%

Exceeds proficiency 66% 40%

Meets or exceeds 86% 67%

- Reynolds et al., 2011