the evolution of the connecticut kindergarten entrance inventory peter behuniak university of...

THE EVOLUTION OF THE CONNECTICUT KINDERGARTEN ENTRANCE INVENTORY

Peter Behuniak

University of Connecticut

AERA Presentation

Understanding Students’ Skills at Kindergarten Entry: Findings from Connecticut

Jessica Goldstein, Ph.D., Melissa Eastwood, M.A., & Peter Behuniak, Ph.D.

Presentation at the Annual Conference of the American Educational Research Association, April 2012, Vancouver, B.C.

The presentation

Connecticut’s Kindergarten Entrance Inventory (KEI)

Validity research Predictive studies of the KEI Quantitative study of structure of teacher

ratings Lessons for the future

A mandated measure

The 2007 Legislation required that:

“(h) Within available appropriations, the Commissioner of Education shall, not later than

October 1, 2007, develop and implement a state-wide developmentally appropriate

kindergarten assessment tool that measures a child’s preparedness for kindergarten, but

shall not be used as a measurement tool for program accountability pursuant to section 10-

16s, as amended by the act.”

From mandate to policy

Developmentally appropriate kindergarten

assessment tool that measures a

child’s preparedness

for kindergarten

A statewide snapshot of the

skills and behaviors students

demonstrate, based on teachers’

observations, at the beginning of the kindergarten

year

LEGISLATIVE MANDATE

CSDE POLICY

Structure of the KEI

Census measure Administered annually in October Ratings assigned on 6 domains Domains are defined by 3-5 indicators

each

D1: Language skills

Participate in conversations Retell information from a story

read to him/her Follow simple 2-step verbal

directions Speak using sentences of at

least 5 words Communicate feelings and

needs Listen attentively to a speaker

D2: Literacy skills

Hold a book and turn pages from the front to the back

Understand that print conveys meaning

Explore books independently Recognize printed letters,

especially in their name and familiar printed words

Match/connect letters and sounds Identify some initial sounds Demonstrate emergent writing

D3: Numeracy skills

Count to 10 Demonstrate one-to-one correspondence

while counting (e.g., touches objects as he/she counts)

Measure objects using a variety of everyday items

Identify simple shapes such as circles, squares, rectangles, and triangles

Identify patterns Sort and group objects by size, shape,

function (use), or other attributes Understand sequence of events (e.g.,

before, after, yesterday, today, or tomorrow)

D4: Physical/motor skills

Run, jump, or balance Kick or throw a ball, climb

stairs or dance Write or draw using writing

instruments (e.g., markers, chalk, pencils, etc.)

Perform tasks, such as completing puzzles, stringing beads, or cutting with scissors

D5: Creative/aesthetic skills

Draw, paint, sculpt, or build to represent experiences

Participate in pretend play Enjoy or participate in

musical experiences (e.g., singing, clapping, drumming, or dancing)

D6: Personal/social skills

Engage in self-selected activities

Interact with peers to play or work cooperatively

Use words to express own feelings or to identify conflicts

Seek peer or adult help to resolve a conflict

Follow classroom routines

Rating scale

Performance Level Description

1Students at this level demonstrate emerging skills in the specified domain and require a large degree of instructional support.

Rating scale



2Students at this level inconsistently demonstrate the skills in the specified domain and require some instructional support.

Rating scale



2Students at this level inconsistently demonstrate the skills in the specified domain and require some instructional support.

3Students at this level consistently demonstrate the skills in the specified domain and require minimal instructional support.

What do the data look like?2007 KEI Ratings

Domain

N Mean SD

Frequency1

Frequency2

Frequency3

Language

37048 2.11.77 24% 40% 35%

Literacy 37048 2.01 .76 29% 42% 29%Numeracy

37048 2.10.74 23% 45% 33%

Physical 37048 2.31 .69 13% 43% 44%Creative 37048 2.31 .69 13% 42% 45%Personal 37048 2.21 .73 18% 43% 39%

Classifications of validity evidence

AERA, APA, NCME Standards for Educational & Psychological Testing (1999)

Classification

Question

Test content Does the KEI content match the CT Curriculum Framework?

Relations to other variables

Are KEI ratings consistent with scores on similar assessments?

Internal structure

Do KEI data match our expectations for test functionality? (Quantitative analyses)

Response processes

How do teachers evaluate and judge students’ skills and behaviors?

Test consequences

Are the intended benefits of the KEI being realized? Are there unintended consequences of the KEI?

Based on test content

Validity evidence

Validity evidence based on test content

Indicators were developed from Connecticut Preschool Curriculum

Framework Connecticut Preschool Assessment

Framework Connecticut Curriculum Standards for

Language Arts Connecticut Curriculum Standards for

Mathematics Indicators were reviewed by

Preschool and kindergarten teachers Representation from urban and suburban

districts, special education, and educators of English language learners

Based on relationships to other variables

Validity evidence

Validity evidence based on relationships to other variables

Are ratings on the KEI in kindergarten associated with performance on the state’s summative assessment in third grade? Fall 2007 Kindergarten Entrance Inventory

data Spring 2010 Grade 3 Connecticut Mastery

Test 2007 KEI Ratings / 2010 CMT Data Study Matched sample of students statewide (n =

29845)

2007 KEI Ratings by 2010 Grade 3 CMT Reading ProficiencyKEI Domain

KEI Ratin

gn

Proficient+ Reading Grade 3

Not Proficient Reading Grade

3

Language

3 13048 88% 12%Literacy

3 10867 89% 11%Numeracy

3 12097 88% 12%


KEI Ratin

gn



3

Language 1 9055 54% 46%

Literacy 1 10657 56% 44%

Numeracy 1 8444 52% 48%


KEI Ratin

gn



3

Language 1 9055 54% 46%2 14945 75% 25%3 13048 88% 12%

Literacy 1 10657 56% 44%2 15524 77% 23%3 10867 89% 11%

Numeracy 1 8444 52% 48%2 16507 75% 25%3 12097 88% 12%

Validity evidence based on relationships to other variables

Are ratings on the KEI at the start of kindergarten associated kindergarten retention? Fall 2008 Kindergarten Entrance Inventory data

(n = 40,713) Fall 2009 dichotomous retention variable

4% of 2008 kindergarten students were retained in 2009 The type of student who is the most likely to be

retained for a second year of kindergarten is Young Male Eligible for free or reduced lunch Has KEI Ratings of “1” on

Language, Literacy, Numeracy, and Personal/Social domains

Based on internal structure

Validity evidence

Language skills

Participate in conversations Communicate feelings and

needs Speak using sentences of at

least 5 words Follow simple 2-step verbal

directions Listen attentively to a speaker Retell information from a story

read to him/her

A new structure for teacher ratings

Domain

Sub-Domain

Indicator 1

Indicator 2

Sub-Domain

Indicator 1

Indicator 2

Re-conceptualized language domain

LANGUAGE

Expressive Language

Indicator 1 Indicator 2

Receptive Language


Re-telling Information from a story


Language domain in detail

Expressive Language

Show comfort in expressing feelings and needs

Express feelings and needs with words

Speak using sentences of at least 5 words

Communicate personal needs

Communicate academic needs

Communicate with peers

Respond to “who, what, when, where” questions about selfActively participate in conversations using reciprocal dialogue


Receptive Language

Listen attentively in small groups

Listen attentively in large groups

Follow simple two-step verbal directions

Actively participate in conversations using reciprocal dialogue


Re-tell Information from a story

Answer questions about a story

Retell parts of a story

Retell a story in proper sequence

Validity evidence based on internal structure

READY TO LEARN

ACADEMIC READINESS

LITERACY

NUMERACY

LANGUAGE

SOCIAL READINES

S

LANGUAGE

PERSONAL/

SOCIAL

READINESS FOR

ACTIVITIES

CREATIVE

PHYSICAL/

MOTOR

Validity evidence based on test consequences

Fall 2010 survey study of K teachers (n = 1084) Teachers believe the KEI is an appropriate

representation of students’ skills at the start of the kindergarten year.

Teachers felt the rating scale was appropriate.

Teachers reported that they had appropriate time and training to complete the Inventory.

Teachers were neutral about administrative support to complete the instrument.

Looking across the studies

What have we learned?

Teachers can form accurate judgments of student knowledge and skills at the start of the kindergarten year.

Teacher judgments at the start of the kindergarten year are related to academic performance in later grades. Higher ratings at the domain level are related to higher levels of

proficiency in each of the domains covered by the CMT. Future development of the KEI

Ratings of simple, discrete skills are easier than general domains.

More detailed indicators provide more information about students.

KEI focused on specific discrete skills could be rated dichotomously.

Conclusion

Questions Discussion Follow-up issues or thoughts:

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the evolution of the connecticut kindergarten entrance inventory peter behuniak university of...

Documents

future slide

dancing slide

students skills

emergent writing slide

kindergarten entry

language skills

personalsocial skills

literacy skills