Educator Perceptions of Early Childhood Assessment
Abstract/Contents
- Abstract
- This project was conducted to evaluate early childhood educators’ perceptions of three types of assessment and to identify current assessment practices in an early childhood education organization that serves children in the San Francisco Bay Area of California. It focused on math assessment in pre-kindergarten classrooms by comparing an observation measure, a teacher-administered direct assessment, and a technology-delivered direct assessment.
Description
| Type of resource | text |
|---|---|
| Date modified | December 5, 2022 |
| Publication date | June 8, 2022 |
Creators/Contributors
| Author | Gibian, Molly |
|---|---|
| Thesis advisor | Stipek, Deborah |
| Degree granting institution | Stanford Graduate School of Education |
Subjects
| Subject | Educational tests and measurements |
|---|---|
| Subject | Early childhood education |
| Genre | Text |
| Genre | Report |
Bibliographic information
Access conditions
- Use and reproduction
- User agrees that, where applicable, content will not be used to identify or to otherwise infringe the privacy or confidentiality rights of individuals. Content distributed via the Stanford Digital Repository may be subject to additional license and use restrictions applied by the depositor.
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).
Preferred citation
- Preferred citation
- Gibian, M. (2022). Educator Perceptions of Early Childhood Assessment. Stanford Digital Repository. Available at https://purl.stanford.edu/qt414tt0227
Collection
Policy, Organization Leadership Studies (POLS) Program Field Projects, Graduate School of Education
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