Authentic Assessment Practices for Supporting Child Development During the Preschool-to-Kindergarten Transition: A Multiyear Comparison of Parental and Teacher Ratings.
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| Title: | Authentic Assessment Practices for Supporting Child Development During the Preschool-to-Kindergarten Transition: A Multiyear Comparison of Parental and Teacher Ratings. |
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| Authors: | Burke, Kelcie1 (AUTHOR), Macy, Marisa2 (AUTHOR) marisamacy@gmail.com, Edokhamhen, Ehichoya3 (AUTHOR) |
| Source: | Early Childhood Education Journal. Dec2025, Vol. 53 Issue 8, p2933-2947. 15p. |
| Subject Terms: | *Authentic assessment, *Child development, *Inter-observer reliability, *Teacher evaluation, *Readiness for school, *Parenting |
| Abstract: | Transitions from preschool to kindergarten can be problematic for children and their families when programs prepare children for kindergarten in groups rather than through an individualized process. Another drawback with current transition practices is that parents and families may lack assessment tools that can provide insights into their perceptions of their child's growth and development. A multiyear study evaluated the interrater agreement between parent and teacher ratings for preschoolers who were transitioning to kindergarten. The goal of this study was to evaluate parent and teacher evaluations of child developmental and academic abilities across eight domains using authentic assessment practices. There were 53 parents and educators who formed dyads from rural Head Start programs across two years. Data collection was conducted with the third edition of the Assessment, Evaluation, & Programming System transition tools for parents and professionals in the spring for preschoolers moving to kindergarten in the fall. Results draw attention to some areas where parents and professionals have the greatest difference in the assessment. This study has implications for individualized authentic assessment practices for evaluating child development and learning during transition to kindergarten that can support collaboration between families and their schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Early Childhood Education Journal 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: 189590392 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Authentic Assessment Practices for Supporting Child Development During the Preschool-to-Kindergarten Transition: A Multiyear Comparison of Parental and Teacher Ratings. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burke%2C+Kelcie%22">Burke, Kelcie</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Macy%2C+Marisa%22">Macy, Marisa</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> marisamacy@gmail.com</i><br /><searchLink fieldCode="AR" term="%22Edokhamhen%2C+Ehichoya%22">Edokhamhen, Ehichoya</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Early+Childhood+Education+Journal%22">Early Childhood Education Journal</searchLink>. Dec2025, Vol. 53 Issue 8, p2933-2947. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Authentic+assessment%22">Authentic assessment</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Inter-observer+reliability%22">Inter-observer reliability</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+evaluation%22">Teacher evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Readiness+for+school%22">Readiness for school</searchLink><br />*<searchLink fieldCode="DE" term="%22Parenting%22">Parenting</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Transitions from preschool to kindergarten can be problematic for children and their families when programs prepare children for kindergarten in groups rather than through an individualized process. Another drawback with current transition practices is that parents and families may lack assessment tools that can provide insights into their perceptions of their child's growth and development. A multiyear study evaluated the interrater agreement between parent and teacher ratings for preschoolers who were transitioning to kindergarten. The goal of this study was to evaluate parent and teacher evaluations of child developmental and academic abilities across eight domains using authentic assessment practices. There were 53 parents and educators who formed dyads from rural Head Start programs across two years. Data collection was conducted with the third edition of the Assessment, Evaluation, & Programming System transition tools for parents and professionals in the spring for preschoolers moving to kindergarten in the fall. Results draw attention to some areas where parents and professionals have the greatest difference in the assessment. This study has implications for individualized authentic assessment practices for evaluating child development and learning during transition to kindergarten that can support collaboration between families and their schools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Early Childhood Education Journal 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=189590392 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s10643-025-01884-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 2933 Subjects: – SubjectFull: Authentic assessment Type: general – SubjectFull: Child development Type: general – SubjectFull: Inter-observer reliability Type: general – SubjectFull: Teacher evaluation Type: general – SubjectFull: Readiness for school Type: general – SubjectFull: Parenting Type: general Titles: – TitleFull: Authentic Assessment Practices for Supporting Child Development During the Preschool-to-Kindergarten Transition: A Multiyear Comparison of Parental and Teacher Ratings. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burke, Kelcie – PersonEntity: Name: NameFull: Macy, Marisa – PersonEntity: Name: NameFull: Edokhamhen, Ehichoya IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10823301 Numbering: – Type: volume Value: 53 – Type: issue Value: 8 Titles: – TitleFull: Early Childhood Education Journal Type: main |
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