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Appropriate Uses ٥٤ Early Assessments

What's Next?

How Learning Progressions ماهاا Teachers Support Children's Development لمه Learning

Peterl. Mangione, Tamarra Osborne, and Heidi Mendenhall

ormative assessment 15 an essential part 0٤ high-quality practice 10 early childhood educators (10٧1 8 NRC 2015). But what 05211٧ 0006 formative assessment mean, and what 0005 1 اlook 11 in early childhood practice? 11015 question 15 harder 10 answer than 1 اseems because there are many different 10٥5 0٤ formative

assessment. Let’s 51211 ٦٧ 111 2 general definition 0 assessment.

10 1100 broadest 1011005, developmentally appropriate assessment produces information that illuminates ٦٧hat 0110101 ،،know and are able 10 00" (NRC 2008, 27). The National Research Councils 2008 [00011 00 early

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make a quick note 01 119 0٧ about 2 question a child asked. 111 documenting a moment of learning 111 this informal way, 1119 teacher might not necessarily ٦٥٧ in 101101 how the question may be tied 10 indicators 0٤ progress; the teacher might 2150 have briefly reflected 01 1119 meaning 01 1119 child's question before responding.

Formative assessment is ه key part of instruction aimed at understanding children's current ملمه next levels 0٢ learning.

٨ 100012 formal assessment might 1001 very different. For example, a toddler teacher might have planned 10 formatively assess children’s progress 10 learning about cause ل10ه effect. While looking for examples of 0111110105 experimentation with cause and effect in their selfdirected play, she might notice ه toddler dropping objects 10 find out ٢٧1100 01005 bounce and then, over several days, trying new strategies (dropping 1100100 11000 different heights, throwing them) 10 see whether they bounce higher. 10 determine the child’s current and next levels of learning, the teacher might 129 a series 0٤ 0100105 2100 link the 000105 10 learning progressions for understanding cause and effect. ٨5 part 0٤ documenting the sequence 0٤ learning, 119 teacher might also note ways 10 support 1109 child’s continuing exploration of causal mechanisms, such 45 introducing new play materials 10 the environment, making sure the child has ample uninterrupted time 10 explore materials, and extending the play outside.

For intentional teachers, formative assessment 1 ىembedded in the curriculum planning process. It

childhood assessment describes the formative purpose 0٤ assessment as tracking the progress 0٤ individual children toward learning objectives and using 1119 information to inform curricular and instructional planning (NRC 2008). Similarly, 4 more recent definition says formative assessment 15 4 010055 teachers 115 10 monitor and provide feedback 00 children’s learning and 10 adjust their own instruction 10 better meet children’s needs ٠ (Bodrova & Leong 2018, 18). 10 1و as useful and meaningful as possible for teachers, formative assessment 111 early education 5101110 have "a fixed plan and structure,'' and yet be "individualized, flexible 10 meet the context, and comprehensive ' (Riley-Ayers 2018, 2). Ideally, formative assessment constitutes 2 key part 0٤ an ongoing instructional cycle aimed اه understanding children’s current and next levels 0٤ learning (IOM 8 NRC 2015).

Because they 10ع educators ه research-based lens through which 10 understand children’s current 200 next 100015 of knowledge and 51115, 120 171171و progressions (sometimes called learning trajectories 10 emphasize the 021ع they are moving toward) are a central feature of high-quality formative assessment (101٧4 8 110 2015). Progressions define sequences 0٤ learning and development from less complex 10 more complex and 110100 less challenging 10 100019 challenging. Well-defined, research-based progressions incorporating data gathered 01 thousands 0٤ children help teachers deepen their understanding 0٤ the development and learning 0٤ the children they teach. Such an approach 10 assessment 0101005 essential information about how individual children 21ه gaining 611115 and knowledge, SO learning progressions are critical 10 making formative assessment useful. Formative assessments grounded 110 learning progressions enhance teachers’ 201111105 10 identify what each 11ل currently knows 2100 10 design educational activities 11اه support children 110 moving 10 1109 next 19021 0٤ learning 210 development. 11015 15 especially powerful ٧10011 teachers combine it with their personal understanding 0٤ 221ع individual child’s development, ideas and input from families, and ه child’s own reflections on documentation.

F٥rmative assessment 1 practice

110 practice, formative assessment ranges 11010 informal 10 1011021, 1221110ه ٧ planned, and brief 10 extended (Orland & Anderson 2013). 100+ example, a teacher might

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all of the 1015101 domains. There are also shorter versions of the Preschool and 11و DRDP-K, ل411٥ن the fundamental and Essential Views, which include fewer domains and measures.

1109 1010101 represents 41 authentic approach 10 assessment. ٨8 4 formative assessment, it focuses on children’s skills and behavior that are observable and

The DRDP in Actien

٩٤ first, ا didn't understand the value ٥٤ the DRDP. ا thought ٤ was just something ٤0 ٤0 0ل meet requirements.٧ا00ا appreciate the information í٤ gives me about 0٧ ااه children/ because now 0ه0ا see that the things ا observe help me ٤0 change the classroom مله change the opportunities in the classroom. This helps me be ه better teacher."

—Early هلاا Start Teacher

٨8 part of ه program-wide professional learning community the infant مله toddler teachers in an Early Head start program meet weekly to reflect on their written observations and the photos they take of the children. و٨ the teachers study their observations, 1٥٧ use the DRDP's (Desired Results Developmental Profile) learning progressions 10 deepen their understanding 0 the children's learning مله behavior. Teachers discuss how the concrete information they have documented about the children's knowledge, skills, مله behaviors gives them ideas about next steps in supporting the children's continuing development مله learning. They identify new ways to interact with the children and adjustments they may make 10 the learning environment.

Sometimes the teachers focus on ه specific learning progression 10 better prepare experiences that will support children's movement along ه progression, fhe teachers' changes may be small, such ىه placing ٧هام materials on ه somewhat higher shelf to encourage the infants 10 ااالم themselves to standing. ٦ teachers will then observe what happens, keeping in mind the learning progression, which helps them anticipate ٧مهم اهط١٧ come next. They 8٥٥ more clearly how ه small change affords children opportunities 10 practice emerging skills that eventually هلها to ه big move to the next level of development and learning—in this case, from pulling م مال standing 10 being 10هاط ه "coordinate ماىهط movements in an upright position without using support" (California Department 0أ Education 2016 39).

After gaining experience with the DRDP, several م the teachers have found it beneficial 10 think about learning progressions ٥٧٥٣٧ day. The infants مله toddlers in their group are developing rapidly, ه1مله progressions help 19 teachers track progress مله offer appropriate challenges.

involves the ongoing collection 0٤information through observation 2111 documentation, including written notes, photos, videos, 011010 recordings, and 0011101108 0اchildren’s products. ٨5 documentation 18 gathered, teachers reflect 011 it. 1110٧ continue reflecting 45 they organize 1119 information, and as part of the process, they 1110 documented moments of learning 10 research- based progressions of knowledge 4115111ل development. Teachers’ reflection 011 children’s learning-individually and with colleagues, 1119 children, and family members— 10005 10 the planning of experiences, environments, and activities that further children’s learning.

10 511000011 intentional teaching, there 219 structured measurement 10015, such as the Desired Results Developmental 110119 (DRDP) (California Department of Education 2016), Teaching Strategies Gold (Teaching Strategies 2013), and Work Sampling (Meisels, Xue, & Shamblott 2008). These tools enable teachers 10 use the documentation they collect daily as 001121109 111 rating children’s developmental progress and learning. As 10001000015 of teams that created 211 guide the implementation 0٤ the Desired 12511115 Developmental Profile, we devote the rest 0٤ 11115 article 10 explaining the 1018101 and 10٦٧ 1911000115ا teaching and learning.

Desired Results Developmental Profile

11ى1 1074101و an observational assessment that teachers use 10 measure children’s developmental progress and learning 110 the following domains:

Approaches 10 I^eaming-Self-Regulation

و Social and Emotional Development

Language and Literacy Development
Cognition, including Math and Science
Physical Development-Health

» English Language Development

History Social Science

» Visual 211ل Performing Arts

There are multiple forms 01 the 1018101 The Infant/ Toddler Comprehensive View 0٧15 the first five domains. The Preschool Comprehensive View and DRDP-K Comprehensive View (for use with transitional kindergarten and kindergarten-age children) address

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measurements of individual children’s developmental progress 110 each 001112111.

1116 following principles guided 1100 0٧01211 development of the 10141019 Assessments should

Begin from constructs that are based on developmental theory and research
وdevelopmentally and individually appropriate

for the specific child being assessed

culturally and linguistically appropriate

for 1109 population being assessed

Align with states, early learning and

development guidelines or standards

» Meet psychometric standards for reliability and validity

) Provide teachers with infomation that 100105 them be effective in supporting the ongoing learning of young children

H٥w teachers use the DRDP

٨5 a formative assessment, 11 101101 15 designed 10 contribute 10 teachers’ understanding 0٤ individual children’s developmental progress 211ل learning؛ it can also inform planning 10 support children as they seek 10 reach the next steps 110 learning. Many different early childhood education programs have creatively incorporated the 1018101 11010 their curriculum planning.

Learning progressions use data gathered on thousands ٥٤ children to ماه ط teachers deepen their understanding of 1ه learning of ها children they teach.

One 94100010 comes 11010 the Learning Center, a preschool located 11 4 111121 community 11 California. 1109 program’s director 411 teachers review DRDP data as 4 group three times a year. The director described 110ه process 10 the following way: ٣٦٨٧9 all 51ا together at one long table. We have 0111 copies of the 0011/%^٠1110 Preschool Curriculum 17101112101^ volumes 1-3, and the 007/017110 Preschool 1و20111171م Foundations, volumes 1-3, 110 front 0٤ 115. 1 project the data 01 a large 1010 screen.” ٨5 they 0ع through the data together, they discuss possible 10041011025, ask questions, and identify patterns that reveal areas 111 need 0٤ more attention.

that naturally occur 110 an early childhood program (Bagnato & Yeh-Ho 2006). The 1018101 is completed over time by 2 teacher who knows a child well (i.e., the regular classroom teacher, not an assistant brought 110 10 assess all 0٤ the children as quickly as possible), 1151105 evidence gathered through systematic observation and documentation. During 11ه rating process, teachers document each child’s behavior and engagement 110 learning 11 various ٦٧205, which may include notes, photos, videos, and other electronic records as well as artifacts produced 1ل each child (.ع., art or building projects, drawings that depict 2 story, dictation, writing, or input 110100 ه child’s family). 10؟[ dual language learners, the knowledge and 11115 they demonstrate in their home languages and 11 English are both documented and used in the 1011095 rating process.

The 101101 was developed by the California Department of Education in collaboration with University 0٤ California Berkeley Evaluation and Assessment Research (BEAR), WestEd (where the authors 0٤ 1015 article work), and 11ه Napa County Office 0٤ Education. The BEAR Assessment System (Wilson 200و) provided the initial framework. The first step was consulting with leading experts in each developmental domain to identify major constructs (like self-regulation) 1010 theory and research that could be specified 45 learning progressions. 11 constructs and related 1021101 10ع progressions were 11100 presented 10 panels of early childhood educators, whose feedback informed the revision process. Once early educators arrived at wording they considered meaningful 201 useful, the DRDP development team conducted a series of studies. 11ه goal 0٤ these studies was 10 establish the 101101 scales that would produce valid and reliable

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emphasized in their action plans 45 they reflected 01 the children’s learning. 11٦ doing 50, they continued 10 refer 10 the 101101 learning progression for curiosity and initiative, as well 45 10 the other learning progressions 111 11 social and emotional domain. The director noted that the teachers grew 11 their understanding 0٤ social and emotional development and the children 2150 made progress. The director ٤11 that the use 0٤ 1109 1015101 learning progressions 20ل data 1020 informed classroom decisions and refinements 11 the teachers, curricular approach.

Teachers need dedicated ممأا to م٣ها to use progressions, review children's progress, ٣هام ملم ه next steps in supporting children's growth.

Ultimately, 115 process led 10 an agency-wide exploration 0٤ what might happen 11 teachers provided more open-ended opportunities for play and learning and removed many 0٤ the product-based experiences. It :ى noteworthy that once 1115 change was fully implemented, 2 quality rating and improvement system coach reported that the program showed increased quality of language interactions between teachers and children (as indicated by the CLASS program assessment 1001 [Pianta, LaParo, &* Hamre 20081).

Cosing thoughtsااهع ٩ ؛ tor systemic عواع

٨ concern that often arises when teachers start to use learning progressions embedded 11 2 structured assessment 1001 15 that the process requires 100 much time and can 09 overwhelming. 10 address 11115 concern, teachers may ask for 2 shorter assessment form with fewer learning progressions. 11 contrast, other teachers sometimes express concern 1٤ 41 assessment 15 100 short, ٧111 100 few learning progressions; they want 10 be sure 11٧ are addressing all of the key areas of young children’s knowledge 211 61111 development. The issue 011ى down 1 مو trade-off between the amount 0[ information an assessment provides and the amount 0٤ effort needed 10 use the set 01 learning progressions that comprises 1109 assessment. ى٨ programs examine the content of different assessment 10015, they need 10 consider 115 trade-off carefully, making sure they select 2 tool that 15 well with the major areas addressed by

year, the director and teachers at the Learning Center looked اه the information 11 several ways, including reviewing individual 1200115 ٤01 each child and group reports for each class. 11 particular they focused their attention 00 the group 1900115, which indicated 111 اه the children generally appeared 10 need more opportunities 10 grow 110 the social and emotional domain. They turned 10 the chapter 010 social 211 emotional development 110 volume 1 0٤ 11 001%77110 Preschool Curriculum 10111210* (California Department of Education 2010) 10 100 ideas they could implement 10 better support the children’s development 11 that domain.

Comparing that framework with their curriculum resources, the teachers noticed 10اه though they had many great practices 111 place for 50121 and emotional development in general, the classrooms lacked opportunities 10 support 1011010115 curiosity and initiative. Since the 101101 has a learning progression for curiosity 2nd initiative as part 0٤ its social and emotional domain, the teachers 102ه ل clear picture of the next steps 110 11 children’s progress. The teachers decided 10 focus on creating more developmentally appropriate opportunities for the children 10 ask questions, engage 110 001001011 solving, and take initiative 11٦ making sense 0٤ how things work. 110 addition, because close 10 50 percent of the 1111191 50010 ه language other than English at home, 111 every action plan the teachers decided 10 weave in ideas from the curriculum framework’s chapter on English language development.

The next step for the teachers was 10 implement their action 014115, which expanded children’s process- based problem-solving experiences, exploration, and investigation 0 ideas and questions—-and de-emphasized product-based activities. 11 the weeks that followed, the teachers gave heightened attention 10 the areas

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California Department 0٤ Education. 2010. California Preschool Curriculum 1٢1112100^م, Volume 1: Social-Emotional 102102010711211 و٤ Language 4114 Literacy. English 1611914492 Development, Mathematics. Sacramento: California Department of Education.

California Department 0٤ Education. 2016. 909 (2015): 4 Developmental Continuumfrom Early Infancy ٤0 Kindergarten 1271٤72^2/127151^0071170 001%1225ر: Viewfor Use with Preschool- 492 0711142271. Sacramento: California Department 0٤ Education.

(Institute 0٤ Medicine) 8 NRC (National Research Council).
Transforming ٤12 14607072201 0711141211 Birth through Age 9:4 7711/171و Foundation. Washington, 100: The National Academies 11955. www.nap.edu/read/19401/chapter/i.
S.J., Y. Xue, 8 M. Shamblott. 2008. "Assessing language. Literacy, and Mathematics Shills with WorkSampling for 1124^4 Start: Early Education & Development 19 (6): 963-81.
(National Research Council). 2008. 124^أل Childhood Assessment: Why, What, and How. Report. Eds. 0.1. Snow 8 9.1. Van Hemel. Washington, 100: The National Academies Press, 'vww.nap.edu/read/12446/chapt6r/ 1.

Orland, 1٧1., & ل. Anderson. 2013. Assessmentfor 1241711719: What Policymakers 9101^14 Know about Formative Assessment. San Francisco: WestEd.

Pianta, 1.0., K.M. LaParo, & B.K. Hamre. 2008. Classroom Assessment Scoring System (01499) Manual, Pre-K. Baltimore, MD: Brookes.

Riley-Ayers, s. 2018. “Introduction., 110 9000٤119/1٤ on Young Children: Observation and Assessment, eds. 14. Bohart & R. 1100010, 1-5. Washington, 100: NAEYC.

Teaching Strategies. 2013. Teaching Strategies 2011: 811٤1 through Kindergarten, Touring 314112. Bethesda, 1410: Teaching Strategies.https://www.buffalo.edu/content/dam/www/ubccc/ Documents/Teaching%2oStrategies%2O-%2oGOLD-Touring- Guide.5-2O13.pdf.

Wilson, M. 2009. “Measuring Progressions: Assessment Structures Underlying a Learning Progression." Journal ofResearch in Science Teaching 46 (6): 716-90.

Ab٥ut the authers

Peter l. Mangione is codirector ٥٤ WestEd's Center tor Child and Family Studies, in Sausalito, California.

[email protected]

Tamarra Osborne is project manager ٤٥[ the Desired Results Fraining and Technical Assistance Project for WestEd (in collaboration with the California Department of Education), in Alameda, California, [email protected]

الزهاا Mendenhall is project manager for the California Preschool Instructional Network ملم ه California Early Childhood Online Project for WestEd (in collaboration with the California Department 0٤ Education), in Camarillo, California. [email protected]

their curriculum and that supports children’s learning and development.

The 12 0٤ time teachers have 10 engage in professional development related 10 learning progressions and 10 spend 11 reflection 12ى major barrier 10 the use of comprehensive formative assessment in early childhood education. Simply put, teachers need dedicated time 10 learn 10 use research-based progressions, 10 review evidence 0٤ children’s progress, and 10 0121 next steps in supporting the continuing growth 0٤ children’s knowledge and skills. Program directors who take an active interest 11 facilitating teachers’ ongoing use 0[ formative assessment 10 curriculum planning can structure teachers’ work schedules to allow for reflection 21111100٥ ع10 1101 012ل . However, programs have limited resources and may be 111201 10 allocate sufficient time for these activities without additional funding.

Making meaningful formative assessment an integral part of young children's education will ultimately require systems change. Making meaningful, thorough formative assessment that 15 grounded 11 learning progressions an integral part 0٤ how 11 early childhood workforce educates young children will ultimately require systems change. Professional learning, reflection, planning, and assessment tools and processes all must work together 10 transform practice. 110 the meantime, program directors and teachers will continue 10 do what 11 limited time and resources currently available 10 11010 allow them 10 10: creatively use formative assessment 0 enhance their support 0٤ young children’s development and learning.

References

Bagnato, S.J., & 11. Yeb-Ho. 2006. “High-Stakes Testing with Preschool Children: Violation of Professional Standards ٤0٣ Evidence-Based Practice in Early Childhood Intervention.” ٢12101 International Journal ofEducational Policy 3 (1): 23-43.

Bodrova, E., & D.L. Leong. 2018. 00100100011 Assessment Terms and How 10 Use Them: ٨ Glossary 10[ Early Childhood Educators.” 11 900٤111٤/و on Young 711141271: Observation and Assessment, eds. H. Bohart & R. Procopio, 15-20. Washington, 100: National Association for 10 Education 0٤ Young Children (NAEYC).

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