How Can Urban Early Childhood Educators Advocate for Accountability in Alternative Assessment Methods

Author

Stephanie Scierka, Concordia University, St. PaulFollow

Date of Award

5-6-2023

Document Type

Thesis

Degree Name

Master of Arts in Education

Department

Education

Program

Early Childhood Education

Capstone Instructor

Dr. Kelly Sadlovsky

Second Reader

Kristin Goetz

Keywords

accountability, authentic assessment, culturally responsive, developmentally appropriate practice, standardized testing measures

Abstract

Abstract

The introduction of district and educator accountability measures based on student assessment scores has created a move away from developmentally, culturally, and linguistically appropriate practice (Bauml, 2016; Cramer et al., 2018; Frede &Ackerman, 2007; Gullo & Hughes, 2011; Miller & Almon, 2009; NAEYC, 2020; Rushton & Juola-Rushton, 2008). A combination of qualitative, quantitative, mixed-method studies and guidelines from the National Association for the Education of Young Children [NAEYC] (2020) demonstrated a need for developmentally appropriate practices when assessing students. The guiding question focused on how urban early childhood educators could advocate for accountability in alternative assessment methods. The research discussed the effects of standardized testing on students and teachers, observed how different educators faced mandated accountability measures, examined guiding principles of developmentally appropriate practices, and demonstrated ways that educators can use research to advocate for alternative assessment methods that show accountability within urban early childhood classrooms. Add information about mindset importance.

Keywords: accountability, authentic assessment, culturally responsive, developmentally appropriate practice, early childhood education, norm-referenced, pedagogy, standardized test

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