Developing a data-driven assessment for early childhood candidates

Abstract

One hundred forty-nine teacher candidates participated in a yearlong study to investigate what a well-prepared early childhood teacher candidate knows about teaching and learning. This study provides findings on assessments used to determine candidates'knowledge of pedagogy at program entry and exit. The general question this study explored was: What claims can we make about the knowledge and skills of our early childhood teacher candidate graduates? Pre-and postassessments were administered to 147 EC-4 teacher candidates to measure the growth of their knowledge from program entry to exit. The following four major domains were assessed: Designing Instruction and Assessment; Creating a Positive and Productive Environment; Implementing Effective, Responsive Instruction and Assessment; and Fulfilling Professional Roles and Responsibilities. Results show that, among the four domains, candidates' knowledge grew the most on Creating a Positive, Productive Classroom Environment. © National Association of Early Childhood Teacher Educators.