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Children’s readiness for school: Issues in assessment

Content Provider	Springer Nature Link
Author	Kagan, Sharon Lynn
Copyright Year	2003
Abstract	Assessing children’s readiness for school, like defining readiness itself, should be an easy task. In reality, it is more complex than meets the eye. In this commentary, I delineate what is meant by readiness and tease out some of the most trenchant issues associated with it. Specifically, this Commentary considers the purpose, content, and process of assessing children’s readiness for school. In the field of early childhood, assessment is typically undertaken for a variety of purposes: to improve children’s instructional program; to evaluate program effectiveness; to identify children for special services; and to monitor trends in service delivery. Unfortunately, these different purposes of assessment are not always clear. Moreover, the kinds of data each purpose evokes are also confounded. This article delineates the different purposes for collecting data and discusses critical principles that could be used to guide the construction of an assessment system that captures and uses data efficiently and appropriately.Il n’est pas facile d’évaluer lorsque un petit enfant est prêt pour entrer l’école. Définir à première vue le degré de préparation paraît trop complexe... Particulièrement, dans cet article je vous indique le but, le contentement et le processus du degré de préparation et les façons d’éclaircir les thèmes les plus compliqués qui y sont associés. Dans le domaine de la petite enfance, l’évaluation se réalise pour des raisons différentes: améliorer l’instruction; évaluer l’effectivité du programme; reconnaître besoins particuliers de chaque enfant et superviser le type de service qui sont offert. Malheureusement, les ces différents propos ne sont pas toujours clairs. En plus, le type d’information que chacun propose sont également confus. Cet article analyse les différents objectifs pour recueillir les informations et discute les principes fondamentaux que l’on peut utiliser pour construire un système d’évaluation qui permette de recueillir information d’une façon effective et appropriée.No resulta sencillo evaluar el grado de preparación del niño para el colegio ni tampoco es fácil definir el “grado de preparación” propiamente tal. En realidad, el tema es mucho más complejo de lo que alcanzamos a apreciar. En este comentario, se describe cómo desenmarañar uno de los temas más mordaces relacionados con él. Considera, específicamente, el objetivo, el contenido y el proceso para evaluar el grado de preparación del niño para el colegio. En la educación preescolar, la evaluación se realiza por diversos motivos: para mejorar el programa educacional; para evaluar cuán efectivo es el programa; para identificar qué niños necesitan atención especial y para supervisar en qué forma se los prepara. Lamentablemente, los objetivos de la evaluación no siempre están del todo claros. Además, el tipo de información al que apunta cada objetivo también resulta confuso. Este artículo describe los distintos objetivos para recolectar información y discute los principios clave a aplicar en la elaboración de un sistema de evaluación que recolecte y use la información en forma eficaz y apropiada.
Starting Page	114
Ending Page	120
Page Count	7
File Format	PDF
ISSN	00207187
Journal	International Journal of Early Childhood
Volume Number	35
Issue Number	1-2
e-ISSN	18784658
Language	Spanish
Publisher	Springer Netherlands
Publisher Date	2003-01-01
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Childhood Education Education (general) International and Comparative Education
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

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