Using authentic assessment to evidence children's progress toward early learning standards

Jennifer Grisham-Brown, Rena Hallam, Robyn Brookshire

Research output: Contribution to journalArticlepeer-review

21 Scopus citations

Abstract

The increasing emphasis on accountability in early care and education has created an opportunity for programs to revisit their child assessment practices. This article presents a model for using authentic assessment practices to document children's progress toward a set of program standards, specifically the Head Start Child Outcomes Framework, as well as describe how authentic assessment processes can inform curriculum planning. Programmatic implementation issues are discussed and a case study is presented.

Original languageEnglish
Pages (from-to)45-51
Number of pages7
JournalEarly Childhood Education Journal
Volume34
Issue number1
DOIs
StatePublished - Aug 2006

Bibliographical note

Funding Information:
A Partnership to Promote LINKages among Assessment, Curriculum, and Outcomes in order to Enhance School Success for Children in Head Start Programs is a University/Head Start partnership grant funded by the Administration of Children and Families. The purpose of Project LINK is to build the capacity of Head Start programs to link child assessment and curriculum to support positive outcomes for preschool children. Nine rural and urban Head Start classrooms in a southeastern state participated in an intervention that was designed to help teachers use authentic assessment data to guide instruction. The LINK model has three dominant features:

Keywords

  • Authentic assessment
  • Early childhood standards
  • Linking assessment and curriculum
  • Program evaluation

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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