Developing Effective Statewide Kindergarten Assessments with theWork Sampling System

Samuel J. MeiselsErikson Institute

smeisels@erikson.edu

Principles of Kindergarten Readiness

Testing

Principle 1: High Stakes

Precautions will be taken to avoid using

kindergarten assessment data for high stakes

purposes.

Principle 2:Instructional Improvement

Assessment data will be used to inform and

improve instruction and monitor trends.

Principal 3:Method of Assessment

No single method is prescribed, but there is a

strong preference for criterion-referenced

observational assessments in naturalistic settings that

are repeated over time.

Principle 4:Multiple Domains

The assessment process will include measures of

child development across at least five domains.

Principal 5:Diverse Culture, Language,

and AbilityThe assessment process

will be appropriate for children of all cultural and

linguistic backgrounds and for those with diverse

abilities.

Principle 6:Teachers and Professional

Development

Where possible, teachers should be used as assessors

and should be provided on-going professional

development.

Principle 7:Psychometrics

Assessment methods will be psychometrically

sound.

Principle 8:K – 3 Alignment

The assessment process will support transition and

alignment between kindergarten and the early

elementary grades.

Observational AssessmentObservational AssessmentDefinedDefined

Standards-based assessments of children

performing tasks that are part of their daily

experience.

The best way to evaluate a child’s performance is to

study performance, not something else.

Can We TrustTeachers’ Judgments?

Principal Study Questions

• Is WSS a valid means of evaluating student achievement and progress?

• What is the impact of WSS on families?

• What is the impact of WSS on student learning?

Participants

• K – 3, cross-sectional• N = 345• 17 classrooms (volunteer), 5

schools• 70% African-American, 80%

free and reduced lunch, 49% male, 8% special needs

Results of the WSS Validity Study (K – 3)

• WSS correlates well with an individually administered psychoeducational battery (the Woodcock Johnson-Revised);

• WSS is a reliable predictor of achievement ratings in K – Grade 3;

• WSS accurately discriminates between children who are and are not at risk.

Parental Response to To Work Sampling

• Hold positive attitudes toward WSS• Believe that WSS is beneficial• Prefer WSS summary reports to

conventional report cards• Want their children to continue

participating in WSS classrooms

Parents in this study (N = 246; 70% return rate):

Does WSS Have an Impact on Children’s

Learning?

Conclusions• WSS is a valid and effective

assessment of learning.• Teachers and families are

satisfied with it.• Students in WSS classrooms

make significant achievement gains.

Children Entering School Ready to LearnChildren Entering School Ready to Learn(Percent of all Kdg. Students)(Percent of all Kdg. Students)

Maryland Model of School ReadinessMaryland Model of School ReadinessMaryland School Readiness

7873

68676058555249

1924

28283435384144

334566677

0

10

20

30

40

50

60

70

80

90

01/02 02/03 03/04 04/05 05/06 06/07 07/08 08/09 09/10

Full Approaching Developing

Third Grade Reading Performance by MN Kindergarten Proficiency

(K in 2006, 3rd in 2010)

26

K Proficient K Not Proficient

Third Grade (75% standard) (< 75% of total)

Partially or not met 14% 33%

Meets proficiency 20% 27%

Exceeds proficiency 66% 40%

Meets or exceeds 86% 67%

- Reynolds et al., 2011