2California Department of Education Child Development Division Collaborative Team:UC Berkeley – B E A R C e n t e rThis is a slide to acknowledge our collaborators – WestEd is working with UC BEAR – which stands for UC Berkeley Evaluation and Assessment Research Center and the work we are doing to develop this instrument is sponsored by the California Department of Education, Child Development DivisionCalifornia Department of Education Child Development Division
18level is unique to kinder-garten DRDP-PS DRDP-SR/DRDP-PS LinkageDRDP-SRLatest DRDP-SRlevel is unique to kinder-gartenDRDP-PSDRDP-PS Levels: Exploring, Developing, Building, Integrating - being revisedDRDP-SR Levels: Exploring Competencies, Developing Competencies, Building Competencies, Integrating Competencies, Applying CompetenciesThe level unique to the SR instrument is the applying competencies levelEarliest DRDP-PS level unique to preschoolMiddle levels overlap with DRDP-SR
23An important caveat:Using ratings of children’s learning based on observations conducted by the teachers who are being compared raises methodological concernsValidity and reliability assumptions for the instrument only hold when the teacher provides an objective assessmentTwo primary concerns:If a program’s funding is tied to how well children do on an assessment, then it compromises the integrity of the assessment.For instance, if a program gets funding when kids get rated at the highest level, the temptation would be for the program to rate all kids at the highest level if that is what will get the funding needed to keep the program running.If the assessment is used to compare individual teachers or programs, there has to be a system in place to ensure that teachers will complete the assessment in the same way. When it comes observational assessments one needs to know children well to do make an accurate assessment and as such, it becomes challenging to assess the consistency of measurement across teachers because they are only going to know their group of kids well.One way that we have found to be effective is to train teachers in an all day training, and as you are aware of there are not adequate resources to do that at this time.
24Making use of child and group reports Get to know developmental competencies of children in your classroomUse for curriculum planning for individual children and groups of childrenUse for parent-teacher conferencesUse to support continuous program improvement efforts by teacher and principal
33Child Developmental Profile Report: Valid/Reliable measurement for each DRDP domain Report summary for individual childSteve introduce reportPeter and Cecelia add a teacher might use this for curriculum planning