The Effects of a Data Dissemination Strategy on the Letter Naming and Object Counting Skills of Preschoolers Attending Head Start

Using Kindergarten Entry Data to Guide Teachers' Skills, Beliefs, Self-Efficacy, and Practices through Instructionally Focused, Data-Driven Consultation

“…Although the initial rise in educational testing originated from the use of these assessments as outcome measures of learning, more recently the emphasis has shifted to the benefits of using assessment data to inform instructional practice (Ball & Gettinger, 2009;Stecker, Fuchs, & Fuchs, 2005;Strand & Cerna, 2010). This idea is often referred to as using assessment for learning, in that assessments can be used to determine where students are at in their learning so that instruction can be tailored to their needs (Elwood & Klenowski, 2002;Firestone, Mayrowetz, & Fairman, 1998).…”

“…It is not enough to simply measure these abilities; the data must then be used to inform teachers' practices, if children are to benefit. Literature supports the implementation of assessment for learning in early grades; when used to inform instructional practices, assessments are useful for helping students achieve at higher rates (Ball & Gettinger, 2009;Stecker et al 2005;Strand & Cerna, 2010). Consequently, national organizations, such as the National Association for the Education of Young Children (NAEYC), now emphasize using readiness data as imperative for providing instruction responsive to children's unique needs (Kagan & Kauerz, 2006;National Association for the Education of Young Children [NAEYC], 2003).…”

“…When assessments are used either before or during learning, students' outcomes are consistently improved (Ball & Gettinger, 2009;Black & Wiliam, 2009;Strand & Cerna, 2010;Stecker et al, 2005;Wiliam, 2011). Meta-analyses have found that when evaluated within the scope of students' academic achievement, assessments for learning are associated with effect sizes ranging from .2 to 1.10 (Black & Wiliam, 2009;Dempster, 1991;Wiliam, 2011).…”

“…Other studies have now replicated similar effects in kindergarten classrooms; Ball and Gettinger (2009) demonstrated that when data from literacy assessments were paired with instructional feedback for teachers around their teaching, kindergarteners made greater improvement in literacy outcomes compared with children of teachers who were not given feedback about the data. From these and comparable investigations (e.g., Black & Wiliam, 2009;Strand & Cerna, 2010), measuring incoming skills and monitoring progress are now viewed as essential components in guiding teachers' instruction across all grade levels (Jitendra, Dupuis & Zaslofsky, 2014;NAEYC, 2003).…”

“…When the type, content, and validity of assessment have been given the necessary weight and are employed accurately, research has consistently demonstrated that classroom-based student assessments can be used to effectively promote students' learning (Black & Wiliam, 20099;Strand & Cerna, 2010;Stecker et al, 2005).…”