The Texas Kindergarten Entry Assessment: Development, Psychometrics, and Scale-Up of a Comprehensive Screener

Autor/inn/en	Montroy, Janelle J.; Zucker, Tricia A.; Assel, Michael M.; Landry, Susan H.; Anthony, Jason L.; Williams, Jeffrey M.; Hsu, Hsien-Yuan; Crawford, April; Johnson, Ursula Y.; Carlo, Maria S.; Taylor, Heather B.
Titel	The Texas Kindergarten Entry Assessment: Development, Psychometrics, and Scale-Up of a Comprehensive Screener
Quelle	In: Early Education and Development, 31 (2020) 5, S.701-738 (38 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Montroy, Janelle J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1726700
Schlagwörter	Kindergarten; School Readiness; Student Evaluation; Test Construction; Psychometrics; Program Implementation; State Departments of Education; Test Reliability; Test Validity; Factor Analysis; Elementary School Students; Achievement Tests; English (Second Language); Language Proficiency; Second Language Learning; Surveys; Delivery Systems; Scoring; Texas; Woodcock Johnson Tests of Achievement; Woodcock Munoz Language Survey + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Schulnote; Studentische Bewertung; Testaufbau; Psychometry; Psychometrie; Kultusministerium; Testreliabilität; Testvalidität; Faktorenanalyse; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Survey; Umfrage; Befragung; Auslieferung; Bewertung
Abstract	There is a significant need for kindergarten entry assessments (KEA) that meet state education agency (SEA) requirements and are psychometrically sound measures of a broad range of school readiness domains such as language, literacy, math, science, executive function, and social-emotional skills. Research Findings: In this paper, we describe five phases of development, calibration, and launch of a new KEA for a large state. We developed and tested 14 English subtests. We describe how teacher input and SEA priorities and policies guided development of the test blueprint in phase one. We calibrated the measures across the state in phase two and established initial evidence of reliability and validity in phase three (n = 208). In phase four, we developed our technology platform, scoring, and student grouping tools to improve data utilization. Practice or Policy: We describe in phase five current delivery and implementation practices across the state and future work to improve and expand the measures along with a set of linked activities to help teachers use data to guide instruction. We discuss principles and methods the assessment developers utilized, as these perspectives may inform the development and usage of other KEAs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01