Designing Equity-Centered Early Learning Assessments for Today's Young Children
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| Title: | Designing Equity-Centered Early Learning Assessments for Today's Young Children |
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| Language: | English |
| Authors: | Emily C. Hanno (ORCID |
| Source: | Child Development Perspectives. 2025 19(2):92-98. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Young Children, Child Development, Equal Education, Evaluation Methods, Measurement Techniques, Preschool Education, Test Content, Skills, Technology Uses in Education, Computer Assisted Testing, Artificial Intelligence, Data Use |
| DOI: | 10.1111/cdep.12528 |
| ISSN: | 1750-8592 1750-8606 |
| Abstract: | In this article, we adopt culturally relevant perspectives on developmental science that acknowledge and value the diversity of backgrounds and experiences of young children and their families to identify opportunities to advance the measurement of early childhood development. We focus on direct child assessments that can drive more equitable early learning experiences and outcomes by informing the work of educators and program- and system-level decision-makers. Specifically, we describe potential advancements in the "content" (what is measured), "method" (how assessments are conducted), and "output" (how data are presented) of early learning assessments. Throughout, we highlight opportunities to elevate the experiences of those who use assessment--children, families, educators, and administrators--to develop equity-centered, engaging assessments that provide comprehensive, fair, and useful insights. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469516 |
| Database: | ERIC |
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| Abstract: | In this article, we adopt culturally relevant perspectives on developmental science that acknowledge and value the diversity of backgrounds and experiences of young children and their families to identify opportunities to advance the measurement of early childhood development. We focus on direct child assessments that can drive more equitable early learning experiences and outcomes by informing the work of educators and program- and system-level decision-makers. Specifically, we describe potential advancements in the "content" (what is measured), "method" (how assessments are conducted), and "output" (how data are presented) of early learning assessments. Throughout, we highlight opportunities to elevate the experiences of those who use assessment--children, families, educators, and administrators--to develop equity-centered, engaging assessments that provide comprehensive, fair, and useful insights. |
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| ISSN: | 1750-8592 1750-8606 |
| DOI: | 10.1111/cdep.12528 |
