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