In education, terms like “assessment” and “progress monitoring” are often used in place of “testing.” Yet, under the continued pressures of accountability, testing has become a prevalent part of education. Policies like No Child Left Behind (2001) [now Every Student Succeeds Act (ESSA) 2015] and initiatives such as the Race to the Top Early Learning Challenge have only amplified the demand for data, pushing states and local agencies to document children’s progress on state standards and “readiness” for kindergarten.
This trend has led to a proliferation of assessments, often resulting in significant financial investments in Comprehensive Statewide Assessment Systems. However, complexity doesn’t always equate to effectiveness. As Jonathan Fields, founder of the Good Life Project, aptly stated, “We don’t solve complex problems by finding complex solutions; rather, we solve complex problems by finding the simplest solutions possible.”
When it comes to assessment, prioritizing simple, effective strategies over convoluted systems is not only practical but also essential for supporting young learners. Below are five common mistakes observed in early childhood assessment, along with actionable solutions to address them.
Mistake #1: Using the Wrong Tool for the Job
Selecting the right assessment tool is critical, much like choosing the right utensil for eating soup. The type of tool—and how it’s used—should align with the purpose of the assessment and the population being assessed.
Simple Solutions:
- Clearly define the purpose of the assessment and understand the population being assessed. Watch this video [9:24] that describes the major purposes of early childhood assessment.
- Recognize that most tools are designed for a specific purpose and cannot effectively serve multiple roles. For example, tools meant for accountability cannot double as guides for individualized instruction. See LINKing Authentic Assessment and Early Childhood Intervention: Best Measure for Best Practices to learn more about which tools are designed for which purposes.
- Use tools validated for the intended purpose and population, ensuring their reliability and accuracy.
Mistake #2: Adopting a Narrow View of Early Development
Early development is multifaceted, influenced by relationships, nutrition, play opportunities, and environmental factors. A narrow focus on standardized milestones fails to capture the rich diversity of children’s growth.
Simple Solutions:
- Embrace a whole-child approach, considering developmental, ecological, and sociocultural theories alongside maturational perspectives.
- Measure outcomes that are meaningful within the context of a child’s family and community rather than relying solely on universal benchmarks. See this article on “readiness” and how a broader view of development and learning is needed. Think personalized and not standardized.
- Ensure that aggregated data reflects both individual progress and the quality of programs and services children experience.
Mistake #3: Misusing Assessment Terms
Terms like “standardized,” “formative,” and “correlated” are often used incorrectly, leading to confusion and misinterpretation of results.
Simple Solutions:
- Build a shared understanding of assessment terminology among educators and decision-makers. Downloadable fact sheets and expert consultations can help clarify these terms.
Click to Image to Download
Start by downloading our Assessment Terms Primer which contains definitions of common assessment terms.
- Avoid overstating a tool’s capabilities. Ensure that claims about its ability to guide instruction or measure progress are supported by evidence.
Mistake #4: Over-reliance on Standardized Testing
Standardized testing often conflicts with developmentally appropriate practices, particularly for young children. It fails to account for the diversity of children’s abilities, experiences, and contexts.
Simple Solutions:
- Recognize the limitations of standardized tests, particularly for diverse populations and young learners. Resources from organizations like NAEYC and ACEI provide guidance on this issue.
- Opt for authentic assessment practices that observe children in familiar environments, using familiar materials and activities.
- Follow recommended early childhood assessment practices, such as those outlined by the Division for Early Childhood or NAEYC.
Mistake #5: Neglecting to Link Key Program Elements
The complexity of early childhood programs—ranging from diverse curricula to varying standards and assessments—often leads to misalignment. This lack of connection hinders data interpretation and decision-making.
Simple Solutions:
- Implement a curriculum framework that links assessment to instructional practices and supports decision-making for diverse groups of children.
- Avoid confusing stakeholders with misaligned standards, tools, and curricula. Ensure consistency in expectations and outcomes.
- Engage in a valid process to align curricula and standards, creating a cohesive structure for assessing and supporting children’s learning.
A Vision for Early Childhood Assessment
Effective assessment practices should prioritize children’s engagement in authentic learning experiences— play, exploration, and inquiry. Data collection should occur naturally, without imposing stressful or contrived testing scenarios. By embracing these principles, educators and policymakers can create systems that truly support young children’s development and learning, laying the foundation for a lifelong love of discovery.