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The Evolution of the Connecticut Kindergarten Entrance Inventory. Peter Behuniak University of Connecticut. AERA Presentation. Understanding Students’ Skills at Kindergarten Entry: Findings from Connecticut Jessica Goldstein, Ph.D., Melissa Eastwood, M.A., & Peter Behuniak , Ph.D.
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The Evolution of the Connecticut Kindergarten Entrance Inventory Peter Behuniak University of Connecticut
AERA Presentation • Understanding Students’ Skills at Kindergarten Entry: Findings from Connecticut • Jessica Goldstein, Ph.D., Melissa Eastwood, M.A., & Peter Behuniak, Ph.D. • Presentation at the Annual Conference of the American Educational Research Association, April 2012, Vancouver, B.C.
The presentation • Connecticut’s Kindergarten Entrance Inventory (KEI) • Validity research • Predictive studies of the KEI • Quantitative study of structure of teacher ratings • Lessons for the future
A mandated measure The 2007 Legislation required that:“(h) Within available appropriations, the Commissioner of Education shall, not later than October 1, 2007, develop and implement a state-wide developmentally appropriate kindergarten assessment tool that measures a child’s preparedness for kindergarten, but shall not be used as a measurement tool for program accountability pursuant to section 10-16s, as amended by the act.”
From mandate to policy LEGISLATIVE MANDATE CSDE POLICY Developmentally appropriate kindergarten assessment tool that measures a child’s preparedness for kindergarten A statewide snapshot of the skills and behaviors students demonstrate, based on teachers’ observations, at the beginning of the kindergarten year
Structure of the KEI • Census measure • Administered annually in October • Ratings assigned on 6 domains • Domains are defined by 3-5 indicators each
D1: Language skills • Participate in conversations • Retell information from a story read to him/her • Follow simple 2-step verbal directions • Speak using sentences of at least 5 words • Communicate feelings and needs • Listen attentively to a speaker
D2: Literacy skills • Hold a book and turn pages from the front to the back • Understand that print conveys meaning • Explore books independently • Recognize printed letters, especially in their name and familiar printed words • Match/connect letters and sounds • Identify some initial sounds • Demonstrate emergent writing
D3: Numeracy skills • Count to 10 • Demonstrate one-to-one correspondence while counting (e.g., touches objects as he/she counts) • Measure objects using a variety of everyday items • Identify simple shapes such as circles, squares, rectangles, and triangles • Identify patterns • Sort and group objects by size, shape, function (use), or other attributes • Understand sequence of events (e.g., before, after, yesterday, today, or tomorrow)
D4: Physical/motor skills • Run, jump, or balance • Kick or throw a ball, climb stairs or dance • Write or draw using writing instruments (e.g., markers, chalk, pencils, etc.) • Perform tasks, such as completing puzzles, stringing beads, or cutting with scissors
D5: Creative/aesthetic skills • Draw, paint, sculpt, or build to represent experiences • Participate in pretend play • Enjoy or participate in musical experiences (e.g., singing, clapping, drumming, or dancing)
D6: Personal/social skills • Engage in self-selected activities • Interact with peers to play or work cooperatively • Use words to express own feelings or to identify conflicts • Seek peer or adult help to resolve a conflict • Follow classroom routines
Classifications of validity evidence AERA, APA, NCME Standards for Educational & Psychological Testing (1999)
Validity evidence Based on test content
Validity evidence based on test content • Indicators were developed from • Connecticut Preschool Curriculum Framework • Connecticut Preschool Assessment Framework • Connecticut Curriculum Standards for Language Arts • Connecticut Curriculum Standards for Mathematics • Indicators were reviewed by • Preschool and kindergarten teachers • Representation from urban and suburban districts, special education, and educators of English language learners
Validity evidence Based on relationships to other variables
Validity evidence based on relationships to other variables • Are ratings on the KEI in kindergarten associated with performance on the state’s summative assessment in third grade? • Fall 2007 Kindergarten Entrance Inventory data • Spring 2010 Grade 3 Connecticut Mastery Test • 2007 KEI Ratings / 2010 CMT Data Study • Matched sample of students statewide (n= 29845)
Validity evidence based on relationships to other variables • Are ratings on the KEI at the start of kindergarten associated kindergarten retention? • Fall 2008 Kindergarten Entrance Inventory data (n = 40,713) • Fall 2009 dichotomous retention variable 4% of 2008 kindergarten students were retained in 2009 • The type of student who is the most likely to be retained for a second year of kindergarten is • Young • Male • Eligible for free or reduced lunch • Has KEI Ratings of “1” on Language, Literacy, Numeracy, and Personal/Social domains
Validity evidence Based on internal structure
Language skills • Participate in conversations • Communicate feelings and needs • Speak using sentences of at least 5 words • Follow simple 2-step verbal directions • Listen attentively to a speaker • Retell information from a story read to him/her
Validity evidence based on test consequences • Fall 2010 survey study of K teachers (n = 1084) • Teachers believe the KEI is an appropriate representation of students’ skills at the start of the kindergarten year. • Teachers felt the rating scale was appropriate. • Teachers reported that they had appropriate time and training to complete the Inventory. • Teachers were neutral about administrative support to complete the instrument.
What have we learned? • Teachers can form accurate judgments of student knowledge and skills at the start of the kindergarten year. • Teacher judgments at the start of the kindergarten year are related to academic performance in later grades. • Higher ratings at the domain level are related to higher levels of proficiency in each of the domains covered by the CMT. • Future development of the KEI • Ratings of simple, discrete skills are easier than general domains. • More detailed indicators provide more information about students. • KEI focused on specific discrete skills could be rated dichotomously.
Conclusion • Questions • Discussion • Follow-up issues or thoughts: PeterBehuniak@cox.net