Rethinking the Design of School Readiness Assessments

Dorrian, Jane (2022). Rethinking the Design of School Readiness Assessments. In: Betts, A. L. and Thai, K-P. eds. Handbook of Research on Innovative Approaches to Early Childhood Development and School Readiness. Advances in Early Childhood and K-12 Education (AECKE). Hershey, Pennsylvania: IGI Global, pp. 96–112.

DOI: https://doi.org/10.4018/978-1-7998-8649-5.ch005

Abstract

This chapter looks at the current purposes and design of school readiness assessments and examines factors that affect their effectiveness, including the content and administration of the tests, how they relate to wider assessment practices, and the impact the practitioner can have on the process and outcomes. The chapter draws on a range of international approaches and practices to discuss the limitations of current processes and suggests that these need to be reconsidered, with school readiness being recognized as a process not a one-off event.

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• Item ORO ID
• 82430
• Item Type
• Book Section
• ISBN
• 1-79988-649-2, 978-1-79988-649-5
• Keywords
• Baseline Assessment; Reggio Emilia; PIPS; Te Whãriki; Value-added; Educational Outcomes; Child Development; Literacy; Numeracy; Personal and Social Development; Early Education Practitioners; Unconscious Bias; Reflective Practice; Performance Indicators in Primary Schools
• Academic Unit or School
• Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education
  Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
  Faculty of Wellbeing, Education and Language Studies (WELS)
• Research Group
• Children's Research Centre (CRC)
• Copyright Holders
• © 2022 IGI Global
• Related URLs
• • https://www.igi-global.com/book/handbook...(Other)
• Depositing User
• Jane Dorrian