Kindergarten-Readiness Tests Gain Ground

This Education Week article discusses new kindergarten-readiness assessments, including advances and concerns. See comments by Kyle Snow and Libby Doggett in the excerpts below.

All 3,500 kindergarten teachers in Maryland are using a new readiness assessment this year that rests on teachers’ observations of children’s work and play to build a detailed picture of what they need as they begin the school year.

What’s happening here reflects a national surge of interest in better sizing up and serving children as they enter the K-12 school system. Parr’s Ridge teacher Amy Knight is one of tens of thousands of teachers who are learning new ways of merging assessment with observation and instruction.

Experts say that Maryland’s new kindergarten assessment showcases key features of age-appropriateness for young children. “It’s right in the middle of the plate when it comes to good practice” in early-childhood assessment, said Kyle L. Snow, who has studied the issue as a senior scholar at the National Association for the Education of Young Children.

Libby Doggett, who oversees the Early Learning Challenge Grant program as the deputy assistant secretary for policy and early learning at the U.S. Department of Education, said the department’s guidance incorporates the early-childhood field’s cautionary notes about age-appropriate testing.

The guidance says such tests should be used to “provide information to help close the school readiness gap at kindergarten entry, to inform instruction in the early elementary school grades, and to notify parents about their children’s status and involve them in decisions about their children’s education. [They] should not be used to prevent children’s entry into kindergarten or as a single measure for high-stakes decisions.”

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