The matter of assessor variance in early childhood education—Or whose score is it anyway?

Waterman, Clare M.; McDermott, Paul A.; Fantuzzo, John W.; Gadsden, Vivian L.

doi:10.1016/j.ecresq.2011.06.003

Cited by 87 publications

(67 citation statements)

References 11 publications

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“…Specifically, when examining teacher ratings of classroom behavioral regulation, we found that in addition to the United States, significant gender differences emerged in two of the Asian societies (Taiwan and South Korea), which were consistent with previous research (Olson & Kashiwagi, 2000). Teacher ratings are, after all, based on teacher and child behavior in the classroom, rather than children's directly measured individual behavioral regulation (Bennett et al, 1993;Mashburn et al, 2006;Waterman et al, 2012). Thus, teacher ratings appear to indicate an Asian gender gap that is not present when direct assessments are used.…”

Section: Research Question 1: Gender Differences In Individual and CLsupporting

confidence: 69%

“…These consistent findings across direct assessments and teacher ratings suggest that girls show strong regulation across settings, where demands and supports for regulation differ. Girls' persistent advantage in the United States is notable given that teacher ratings of other classroom skills have been found to vary systematically based on teacher characteristics (Mashburn, Hamre, Downer, & Pianta, 2006;Waterman, McDermott, Fantuzzo, & Gadsden, 2012) and student characteristics (Bennett, Gottesman, Rock, & Cerullo, 1993;Jones & Myhill, 2004).…”

Section: Gender Differences In Behavioral Regulationmentioning

confidence: 99%

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Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Wanless

McClelland

Lan

et al. 2013

Early Childhood Research Quarterly

144

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The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head-Toes-Knees-Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3 to 6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed.

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Section: Research Question 1: Gender Differences In Individual and CLsupporting

confidence: 69%

Section: Gender Differences In Behavioral Regulationmentioning

confidence: 99%

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Wanless

McClelland

Lan

et al. 2013

Early Childhood Research Quarterly

144

View full text Add to dashboard Cite

show abstract

“…This type of assessment has appealed to educational administrators and practitioners for multiple reasons, including (a) the increased validity of the results through the observation of students' exhibited skills in genuine contexts while still maintaining adequate psychometric properties, (b) the enhanced ability of such assessments to comprehensively inform instruction and intervention, and (c) the flexibility of administration without sacrificing instructional time. However, such performance-based assessments have also been criticized as being more susceptible to the influence of rater characteristics (Jonsson & Svingby, 2007), meaning that variation in students' scores may be driven by differences across administrators rather than actual differences in students' abilities (Engelhard, 1994;Waterman et al, 2012). In our examination of one such assessment, TS GOLD, we found important strengths and weaknesses that both align with the literature and diverge from the purported advantages of embedded, performance-based assessment.…”

Section: Discussionmentioning

confidence: 99%

“…By definition, ICCs range from 0 to 1, with higher values indicating that students' scores look more similar within the classroom than across classrooms. Although there is no convention by which to judge the magnitude of the ICC, previous research on ICCs in performance-based assessment found values that ranged from 0.15 to 0.35 (Mashburn et al, 2006;Waterman et al, 2012). The ICC coefficients were calculated using a two-step process in Stata 14.…”

Section: Analytic Approachmentioning

confidence: 99%

“…Snow, 2011). Generally, the more standardized the assessment protocol and procedures, the higher the reliability of the measure will be, as standardization limits the likelihood that extraneous and subjective influences, such as a rater's preconceptions or administration inconsistencies, will factor into students' scores (C. Snow & Van Hemel, 2008;Waterman, McDermott, Fantuzzo, & Gadsden, 2012).…”

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confidence: 99%

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Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry

et al. 2017

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The present study explored the utility of a widely used performance-based assessment of children’s readiness skills as a kindergarten entry assessment. In a sample of 520 kindergarten students across 52 classrooms, we compared students’ school readiness skills as assessed by teachers using Teaching Strategies GOLD (TS GOLD) to direct assessments administered by independent data collectors. We found evidence of the concurrent validity of TS GOLD. However, the measure demonstrated weaknesses in its ability to differentiate readiness skills. Specifically, the highly correlated latent constructs and intraclass correlations associated with TS GOLD indicated that teachers were less likely to differentiate readiness skills among children within the same classroom relative to direct assessments. The findings are discussed in terms of assessing children’s school readiness at scale. As the number of programs, districts, and states that require school readiness assessments increases, so does the need to better understand the information that can be inferred from particular methods of assessment.

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Development and Self‐Regulation

McClelland

Geldhof

Cameron

et al. 2015

Handbook of Child Psychology and Developmental Science

135

106

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The concept of self‐regulation has received heightened attention as a key mechanism that predicts a variety of developmental outcomes throughout the life span. Although researchers have focused on self‐regulation from a diverse set of perspectives, it is clear that self‐regulation has important implications for individual health and well‐being starting early in life. In the fields of child psychology and developmental science, an emphasis on Relational‐Developmental‐Systems ( RDS ) illuminates how self‐regulation contributes to individual development. This chapter reflects the RDS theoretical orientation and focuses on major issues in the study of self‐regulation in childhood and adolescence. We start by situating the study of self‐regulation within the RDS context and discussing key conceptual issues that guide researchers’ understanding of the development of self‐regulation. We then define self‐regulation and reviews research on important correlates of self‐regulation including academic achievement, motor processes, intelligence, and risk factors. Next, we discuss cross‐cultural variation in these skills and person‐context relations. We conclude by discussing self‐regulation from the perspective of RDS and next steps for studying self‐regulation in context, improving intervention efforts, and advancing analytical and measurement methods.

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The matter of assessor variance in early childhood education—Or whose score is it anyway?

Cited by 87 publications

References 11 publications

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Examining the Validity of a Multidimensional Performance-Based Assessment at Kindergarten Entry

Development and Self‐Regulation

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