Current writing assessment practices of kindergarten through second grade educators.
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| Title: | Current writing assessment practices of kindergarten through second grade educators. |
|---|---|
| Authors: | McKenna, Meaghan1 (AUTHOR) meaghanm@illinois.edu, Gerde, Hope2 (AUTHOR), Grasley-Boy, Nicolette3 (AUTHOR) |
| Source: | Reading & Writing. Jan2025, Vol. 38 Issue 1, p95-119. 25p. |
| Subject Terms: | *Teachers, *Assessment of education, *Special education teachers, *Second grade (Education), Statistical decision making |
| Abstract: | This article describes the development and administration of the Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey. The K-2 Writing DBDM Survey was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education classroom teachers, 42 special education teachers, 118 speech-language pathologists, and 41 specialists (e.g., interventionists, coaches, educators supporting emergent bilinguals) who work with kindergarten, first, and/or second grade students in school settings in the United States participated in this survey study. Results include participant responses to 32 closed-ended items and 2 open-ended items covering five domains: (a) demographic information; (b) assessment(s) types, (c) administration procedures, (d) scoring procedures, and (e) information gathered. Descriptive and regression analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance, some educators within all groups of professionals surveyed are assessing students. However, ongoing improvements need to be made to prioritize writing upon school entry. These results remind us of the importance of partnership with educators to ensure accurate understanding of resources available for assessment, current areas of need, and how implementation can feasibly occur in the practice setting when developing and studying approaches to assessment. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182347461 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Current writing assessment practices of kindergarten through second grade educators. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22McKenna%2C+Meaghan%22">McKenna, Meaghan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> meaghanm@illinois.edu</i><br /><searchLink fieldCode="AR" term="%22Gerde%2C+Hope%22">Gerde, Hope</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Grasley-Boy%2C+Nicolette%22">Grasley-Boy, Nicolette</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Jan2025, Vol. 38 Issue 1, p95-119. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Assessment+of+education%22">Assessment of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Special+education+teachers%22">Special education teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Second+grade+%28Education%29%22">Second grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+decision+making%22">Statistical decision making</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article describes the development and administration of the Kindergarten-Second Grade (K-2) Writing Data-Based Decision Making (DBDM) Survey. The K-2 Writing DBDM Survey was developed to learn more about current DBDM practices specific to early writing. A total of 376 educational professionals (175 general education classroom teachers, 42 special education teachers, 118 speech-language pathologists, and 41 specialists (e.g., interventionists, coaches, educators supporting emergent bilinguals) who work with kindergarten, first, and/or second grade students in school settings in the United States participated in this survey study. Results include participant responses to 32 closed-ended items and 2 open-ended items covering five domains: (a) demographic information; (b) assessment(s) types, (c) administration procedures, (d) scoring procedures, and (e) information gathered. Descriptive and regression analyses were applied to summarize the survey results. Findings from this survey indicated that even with limited or no guidance, some educators within all groups of professionals surveyed are assessing students. However, ongoing improvements need to be made to prioritize writing upon school entry. These results remind us of the importance of partnership with educators to ensure accurate understanding of resources available for assessment, current areas of need, and how implementation can feasibly occur in the practice setting when developing and studying approaches to assessment. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182347461 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-023-10503-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 95 Subjects: – SubjectFull: Teachers Type: general – SubjectFull: Assessment of education Type: general – SubjectFull: Special education teachers Type: general – SubjectFull: Second grade (Education) Type: general – SubjectFull: Statistical decision making Type: general Titles: – TitleFull: Current writing assessment practices of kindergarten through second grade educators. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: McKenna, Meaghan – PersonEntity: Name: NameFull: Gerde, Hope – PersonEntity: Name: NameFull: Grasley-Boy, Nicolette IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 38 – Type: issue Value: 1 Titles: – TitleFull: Reading & Writing Type: main |
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