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Empirical alignment of assessments to standards: A new direction for kindergarten entry

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Description:

The application of a standards-based approach is present in most state early childhood assessment systems as part of the teaching and learning cycle, however little empirical alignment to standards is noted. When alignment studies are conducted between early learning assessments and standards, it is often conceptual in and lacks the rigor of a state or population-specific validity study. The purpose of this paper is to highlight one state's innovative approach to empirically aligning early learning assessments to standards. (author abstract)

Resource Type:
Reports & Papers
Country:
United States
State(s):
Minnesota

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

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