As young children start school or return to school in the wake of COVID-19, it is critical that educators and families understand their learning needs. Yet assessing young children is complex and, when not done well, can foster inappropriate teaching practices and exacerbate inequity. As assessment practices become more widespread, there are critical questions to ask, including: What does high-quality, equitable assessment look like in the early grades? Why is now a good time for California districts to rethink assessment in preschool through third grade? This webinar highlights the characteristics of high-quality assessment in the early grades that are described in a recent report from the Learning Policy Institute—High-Quality Early Childhood Assessment: Learning From States’ Use of Kindergarten Entry Assessments. Presenters will discuss findings from the report and share examples of high-quality assessment practices from preschool through the early elementary grades and recommendations to support their implementation. Panelists from two school districts and the California Department of Education will share their perspectives on choosing, implementing, and supporting assessments that are developmentally appropriate and equitable for all children. Panelists will also discuss how they use assessments to inform and improve classroom practices and to help align practices from preschool and transitional kindergarten to first grade.
Sarah Neville-Morgan, Deputy Superintendent of Public Instruction, California Department of Education (moderator)
Jennifer Marroquin, COVID-19 Learning Loss Mitigation/Early Childhood Director, Tulare City School District, CA
Cathy Yun, Senior Researcher, Learning Policy Institute
Francine Rodd, Executive Director, First 5 Monterey County