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Common Metric Guiding Question

Common Metric Guiding Question. To what extent do the three assessments measure the same key developmental areas? Teaching Strategies Gold Work Sampling System High Scope Child Observation Record . The Role of Data in the Assessment Cycle.

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Common Metric Guiding Question

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  1. Common MetricGuiding Question To what extent do the three assessments measure the same key developmental areas? • Teaching Strategies Gold • Work Sampling System • High Scope Child Observation Record

  2. The Role of Data in the Assessment Cycle

  3. Do Different Assessments Measure the Same Construct?How Much Overlap?

  4. Five “Common Metric Domains”

  5. Some Domains are Too Easy for Most Children… Language and Literacy N=1155 Personal and Social Development N=1653 WSS Initiative N=258 Social Relations N=261 COR

  6. While Other Domains Measure a Range of Children’s Abilities Language and Literacy N=244 Social Emotional N=13,979 COR GOLD

  7. Data Entry: What’s Missing? • Incomplete or partially entered records. • WSS: 25% missing (on average) • GOLD: 47% missing (on average) • COR: 28% missing (on average) • Demographic information. • Race and ethnicity, date of birth, first and last name. • Over 60% of records were missing at least one demographic field. • This information is needed to match and track children across instruments and years.

  8. Other Data Issues • Items require high level of inference: • EG: “Demonstrates Knowledge About Self” • “Just fill something in” approach to satisfy requirements, thus creating errors. • Quality Control: Check for completeness • Non-standardized data definitions • Know the meanings of key words for each tool • Age-Appropriate/Developmentally-Appropriate • Emergent Skills • Self-Efficacy • Approaches to Learning

  9. How Can Data Be Improved? • Provide demographic information accurately, including first and last names, race, ethnicity, and child’s date of birth. • Enter first name and last name in separate fields. • Complete assessments before entering data. • No missing or deleted items • Consider the meaning of assessment definitions versus professional “buzzwords” • Need for good training, agreement on what each item in the tool means and what it is measuring

  10. What did we Learn (so far)? • Each of the three assessments has been developed independently based on instructional process according to a particular curriculum • BUT there is a great deal in common and agreement on what the tools assess • There are at least thirty separate item areas creating a “common core” • The common core indicates there is agreement in the early childhood development field of the multiple skills and behaviors children need to acquire in the early learning years

  11. Common Metric: Next Steps • To determine whether or not a common metric can be constructed • Factor analyses • Statistically tests the extent to which items group together across all three assessments. • Are the assessments comparable in terms of major underlying factors they are actually measuring? • Identify items with the strongest factor (matching) scores and those with the weakest factor scores. • Analyses will utilize new data, somake sure data are complete.

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