Samuel J. Meisels

Early Literacy Instruction and Learning in Kindergarten: Evidence From the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999

Using a nationally representative sample of 13,609 kindergarten children in 2,690 classrooms and 788 schools from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, along with three-level hierarchical linear models, this study investigates the impact of early literacy instruction on kindergarten children’s learning, as measured by direct cognitive test scores, indirect teacher ratings of children’s achievement in language and literacy, and indirect teacher ratings of children’s approaches to learning. Two composite measures of phonics and integrated language arts are constructed from teachers’ reports of their instructional practices. Findings show that classroom mean outcomes were significantly higher when classroom teachers reported using both integrated language arts and phonics more often. However, children with low initial performance benefited less from integrated language arts instruction, as measured by direct measures of achievement; such differential effects of instruction were not observed for teacher ratings of children’s achievement and learning style. Policy implications of the findings are discussed.

Equity and Excellence in Group-Administered and Performance-Based Assessments

Tests that do not accommodate crucial differences between groups of children—tests such as the one described above—are inherently inequitable. They do not give all children a fair chance to succeed, because they assume that all children come to the testing situation with roughly the same experiences, experiences that are crucial for success on standardized assessments.

Authentic Assessment for Infants and Toddlers: Exploring the Reliability and Validity of the Ounce Scale

This study used a mixed methods methodology to investigate the reliability and validity of the Ounce Scale, an authentic, observational assessment of infants and toddlers development from birth through 42 months of age. Quantitative cross-sectional data were collected from 287 children and 124 teachers in seven urban Early Head Start programs; qualitative data were derived from interviews with 21 teachers and seven supervisors. Data were collected across eight age groups. Results showed moderate reliability of the Ounce Scale and provided evidence of agreement with criterion measures for concurrent validity. Receiver operating characteristic curve (ROC) analyses demonstrated very good levels of accuracy in predicting which children were at-risk or not at-risk. Hierarchical regression analyses indicated that, after controlling for child and family variables, the Ounce Scale contributed significantly to explaining the variance in childrens performance on the criterion measures. Analysis of qualitative interview data elaborates on these findings in terms of the strength-based philosophy of the caregivers, the binary structure of the scale, the cultural context in which the scale was used, and the need for additional professional development. Discussion also centers on the relationship between norm-referenced and performance-based assessments in early childhood.

Assessing Language, Literacy, and Mathematics Skills With Work Sampling for Head Start

Research Findings: We examined the reliability and validity of the language, literacy, and mathematics domains of Work Sampling for Head Start (WSHS), an observational assessment designed for 3- and 4-year-olds. Participants included 112 children who were enrolled over a two-year period in Head Start and a number of other programs sponsored by community-based organizations affiliated with a local school district. Teachers were trained to administer the WSHS checklist and to collect observational data about their children over the course of the childrens year of enrollment. Outcome data were individually administered tests of early reading and early mathematics. Cronbachs alphas, correlations, regressions, and receiver operating characteristic curves were computed. Results indicated very high reliability of WSHS subscales. Findings also demonstrated moderate correlations between WSHS and the outcomes and unique contributions to the assessments of reading and mathematics by WSHS over and above demographic variables. The receiver operating characteristic curves showed that WSHS can be used accurately by teachers to predict childrens early mathematics and reading performance. Practice and Policy: Discussion includes the role of observational versus norm-referenced tests in early childhood classrooms. Also discussed are such issues as variance in methods of assessment and the impact of high-stakes tests on young children.

Learning to Teach: Developing Assessment Skills when Program and Placement Are Aligned.

This study investigates the development of prospective teachers observation skills and understanding of assessment in two teacher education programs that integrate information about performance assessment in varying degrees into their preparation and field experiences. Focusing on eight student teachers, we used interview data to investigate the influence of exposure to principles of a curriculum-embedded performance assessment—the Work Sampling System™—through use of a handbook for teacher educators and student teaching placements. We found that when the preparation experiences were supported by placements in which assessment was ongoing and curriculum-embedded, student teachers demonstrated strengths in their assessment skills and understanding. Implications for future research and teacher preparation programs are discussed.