In this Issue:
Source: Center on Enhancing Early Learning Outcomes - April 16, 2014
The Center on Enhancing Early Learning Outcomes (CEELO) has published a new report, Formative Assessment: Guidance for Early Childhood Policymakers (April 2014), by Shannon Riley-Ayers. The report is meant to serve as a guide and framework for early childhood policymakers considering formative assessment. It defines formative assessment and outlines its process and application in the context of early childhood. It also provides several essential questions for policy makers to consider in the process of selecting, supporting, and using data to inform and improve instruction. A related Preschool Matters blog post from the author briefly outlines these questions for policy-makers, as well as considerations for teachers and researchers.
Source: CLASP - April 14, 2014
The new Early Head Start-Child Care Partnerships (EHS-CCP) initiative presents an opportunity to extend access to high-quality comprehensive services to children eligible for and receiving child care subsidies. CLASP recently released two new resources for state leaders thinking about how to support Early Head Start-child care (EHS-CC) partnerships:
Source: Results Matter, Colorado Department of Education - April 14, 2014
Results Matter, a program of the Colorado Department of Education, recently posted the following new two-part video series in the Results Matter Video Library.
As with all Results Matter videos, these clips can be viewed online and may be downloaded at no cost for use in educational and professional development activities. They are posted at the top of the page in both the Practices Here and There and the Using Technology for Authentic Assessment sections of the library. There are currently more than 130 videos in the Results Matter Video Library.
Source: Educational Testing Service - Retrieved April 15, 2014
More and more, classroom observation data are being used to inform key decisions in programs serving young children. The Educational Testing Service recently released a report, State-Funded PreK Policies on External Classroom Observations: Issues and Status (2014) by Debra J. Ackerman, which examines PreK classroom observation policies across the country, the protocols being used, and how often such data are collected from classrooms. The author also discusses the validity and reliability challenges that are inherent in relying on classroom observation score data for a variety of low- and high-stakes decisions.
Source: Child Trends - April 16, 2014
The World Family Map Project identifies and tracks family factors affecting child and family well-being across 60 countries, focusing on 16 specific indicators selected by an expert group because of their known relationships to child outcomes in the research literature. The second annual edition of the World Family Map, World Family Map 2014: Mapping Family Change and Child Well-Being Outcomes, sponsored by Child Trends and a range of educational and nongovernmental institutions from across the globe, is now available online. It includes new indicators and an essay focusing on union stability and early childhood health in developing countries.