Enhancement of a K-3 Formative Assessment | SRI International

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teacher working with kindergarten students

Enhancement of a K-3 Formative Assessment

SRI is working with two research partners and a 10-state consortium to enhance and implement a developmentally appropriate K-3 formative assessment that will fit within and inform everyday classroom instruction.

As part of the Department of Education’s Enhanced Assessment Grants program, SRI is working with research partners BUILD and Child Trends and a 10-state consortium to enhance and implement a developmentally appropriate K-3 formative assessment that will fit within and inform everyday classroom instruction.

Understanding a child’s strengths and needs is particularly critical in the early years as children transition from a variety of early childhood settings into kindergarten. The assessment landscape in the older grades is currently dominated by summative tests, but young children need a different kind of assessment process. This project will produce an assessment that helps to support each child’s growth and development through an observation-based evaluation of multiple domains. Along with the assessment tools, the project will produce meaningful strategies for professional development and family engagement.

Starting with North Carolina’s assessment (developed through a Race to the Top Early Learning Challenge grant) as a foundation, SRI is enhancing learning progressions and assessment materials across five domains: Language Development and Communication, Cognitive Development, Approaches to Learning, Health & Physical Development, and Social-Emotional Development, with the support of national subject experts. Assessment materials will be strengthened through evidence-centered design (ECD) and the principles of Universal Design for Learning (UDL), ensuring a valid, reliable assessment that can support the learning of all children, including those with disabilities and dual language-learners.

Principal Investigator: Suzanne Raber