Teachers’ experiences with a state-mandated kindergarten readiness assessment

Authors

Rachel E. Schachter, University of Nebraska - LincolnFollow
Tara M. Strang, The Ohio State University
Shayne B. Piasta, The Ohio State UniversityFollow

ORCID IDs

Rachel E. Schachter

Document Type

Article

Date of this Version

3-6-2017

Citation

Published in Early Years, 2017

doi 10.1080/09575146.2017.1297777

Comments

Copyright © 2017 TACTYC; published by Taylor & Francis. Used by permission.

Abstract

This study used an embedded mixed method design to examine teachers’ experiences with a state-mandated kindergarten readiness assessment during its inaugural year. Participants were 143 kindergarten teachers from one county in a Midwestern state. In general, teachers did not perceive the Kindergarten Readiness Assessment as useful for one of its intended purposes of guiding instruction. Our findings did not indicate an adversity to assessment in general. Rather, perceptions that the new KRA was less useful for practice seemed to stem from administration issues, problems with the content assessed by the KRA, and participants’ misunderstandings regarding the purpose of the KRA. Furthermore, participants reported that the KRA took away valuable time needed to help students adjust to their first time in formal schooling and needed to create a classroom community. Implications for creating and implementing kindergarten readiness and other assessments as well as preparing teachers to use readiness assessments are discussed.