Using Progress Monitoring in Early Childhood Education: Assessing Methods and Developing an Evidence-Based Model
The following three documents are a series of briefs about ongoing assessment for individualizing instruction. Prepared for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation
“What Does it Mean to use Ongoing Assessment to Individualize Instruction in Early Childhood?” provides a conceptual framework that shows practitioners and researchers how practitioners can use ongoing assessment for individualization.
“Tailored Teaching: The Need for Stronger Evidence About Early Childhood Teachers’ Use of Ongoing Assessment to Individualize Instruction” describes a review of the literature on ongoing assessment in early childhood settings for researchers and practitioners.
Finally, the brief “What Do We Know about How Early Childhood Teachers Use Ongoing Assessment?” succinctly summarizes findings.