{"title":"为当今幼儿设计以公平为中心的早期学习评估","authors":"Emily C. Hanno, Ximena A. Portilla, JoAnn Hsueh","doi":"10.1111/cdep.12528","DOIUrl":null,"url":null,"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 <jats:italic>content</jats:italic> (what is measured), <jats:italic>method</jats:italic> (how assessments are conducted), and <jats:italic>output</jats:italic> (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.","PeriodicalId":150,"journal":{"name":"Child Development Perspectives","volume":"25 1","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Designing equity‐centered early learning assessments for today's young children\",\"authors\":\"Emily C. Hanno, Ximena A. Portilla, JoAnn Hsueh\",\"doi\":\"10.1111/cdep.12528\",\"DOIUrl\":null,\"url\":null,\"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 <jats:italic>content</jats:italic> (what is measured), <jats:italic>method</jats:italic> (how assessments are conducted), and <jats:italic>output</jats:italic> (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.\",\"PeriodicalId\":150,\"journal\":{\"name\":\"Child Development Perspectives\",\"volume\":\"25 1\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2024-09-12\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child Development Perspectives\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1111/cdep.12528\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child Development Perspectives","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1111/cdep.12528","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Designing equity‐centered early learning assessments for today's young children
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.
期刊介绍:
Child Development Perspectives" mission is to provide accessible, synthetic reports that summarize emerging trends or conclusions within various domains of developmental research, and to encourage multidisciplinary and international dialogue on a variety of topics in the developmental sciences. Articles in the journal will include reviews, commentary, and groups of papers on a targeted issue. Manuscripts presenting new empirical data are not appropriate for this journal. Articles will be obtained through two sources: author-initiated submissions and invited articles or commentary. Potential contributors who have ideas about a set of three or four papers written from very different perspectives may contact the editor with their ideas for feedback.