e-journal

Using Teacher Ratings to Track the Growth and Development of Young Children Using the Teaching Strategies GOLD® Assessment System

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An important consideration in determining the validity of an observational assessment measure for young children is the variability attributed to the child versus that ascribed to the assessor or to some other factor such as classroom context. The Teaching Strategies GOLD® assessment system was used to elicit teacher ratings of a national sample of 21,592 children (age 12-51 months). Teacher ratings of child development and learning were associated in expected
directions with both child demographic characteristics and classroom composition variables. Children with disabilities started behind their typically developing peers and grew slower, girls showed an advantage in some areas over boys, and English language learners (ELLs) were rated lower at the beginning of the year and showed some faster rates of growth than their native English-speaking peers.

Keywords
Teacher Rating Scales, developmental assessment, child development

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Informasi Detail

Judul Seri

Journal of Psychoeducational Assessment

No. Panggil

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Penerbit

: The Author., 2014

Deskripsi Fisik

Journal of Psychoeducational Assessment 2014, Vol 32(1) 27– 39

Bahasa

English

ISBN/ISSN

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Tipe Isi

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Tipe Media

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Tipe Pembawa

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Edisi

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Subjek

EKONOMI

Info Detail Spesifik

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Pernyataan Tanggungjawab

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