Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices, 2012-2015

Project Overview

This contract supports the development of a literature review, a conceptual model, and a tool designed to measure teachers’ use of child assessments for individualizing instruction to support optimal development in early childhood settings. The literature review summarizes the research on child assessment and individualized instruction and includes a conceptual model as a means of articulating the theoretical relations between key constructs underlying the process. A measurement plan derived from the literature review outlined key constructs, defined relevant terms and mechanisms, and proposed options for measurement that would be feasible in a variety of early childhood contexts. As a result, the development of a tool based on the measurement plan in underway. The contract is awarded to Mathematica Policy Research.

The points of contact are Laura Hoard and Nina Philipsen Hetzner.

  • Tailored Teaching: The Need for Stronger Evidence About Early Childhood Teachers’ Use of Ongoing Assessment to Individualize Instruction

    Published: June 30, 2015

    This brief summarizes an extensive review of literature on ongoing assessment in early care and education settings, clarifies the remaining gaps in the existing literature, and highlights the Examining Data Informing Teaching (EDIT) measure...

  • What Do We Know About How Early Childhood Teachers Use Ongoing Assessment?

    Published: June 30, 2015

    Ongoing child assessment involves repeated assessments and observations of a child’s performance and progress over time. This brief summarizes findings from a literature review on ongoing assessment and individualizing instruction in early childhood, including what we currently know about how early childhood teachers use assessment, what we still need to learn, and recommended practices...

  • What Does it Mean to use Ongoing Assessment to Individualize Instruction in Early Childhood?

    Published: June 30, 2015

    This brief provides a conceptual framework for how practitioners can use ongoing child assessment for individualization of instruction in early care and education classrooms and highlights the Examining Data Informing Teaching (EDIT) measure. The conceptual framework focuses on curriculum-embedded approaches to ongoing assessment and reflects a repeating cycle with four stages...

  • Tailored Teaching: Teachers’ Use of Ongoing Child Assessment to Individualize Instruction

    Published: July 7, 2014

    This two volume report documents the work of the Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices project.  The purpose of the project is to 1) develop a conceptual framework of how early childhood teachers use ongoing assessment to individualize instruction and 2) create a measure to document and examine this process.  The tool, called The Tool for Tailored Teaching (T3) will be a multi-method measure that will show how...

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