Educator Perceptions of Early Childhood Assessment

Abstract

This project was conducted to evaluate early childhood educators’ perceptions of three types of assessment and to identify current assessment practices in an early childhood education organization that serves children in the San Francisco Bay Area of California. It focused on math assessment in pre-kindergarten classrooms by comparing an observation measure, a teacher-administered direct assessment, and a technology-delivered direct assessment.

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This work is licensed under a Creative Commons Attribution Non Commercial 4.0 International license (CC BY-NC).

Preferred citation

Gibian, M. (2022). Educator Perceptions of Early Childhood Assessment. Stanford Digital Repository. Available at https://purl.stanford.edu/qt414tt0227

Each version has a distinct URL, but you can use this PURL to access the latest version.
https://purl.stanford.edu/qt414tt0227

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