Tailored Teaching: Teachers' Use of Ongoing Child Assessment to Individualize Instruction (Volume II)

Tailored Teaching: Teachers' Use of Ongoing Child Assessment to Individualize Instruction (Volume II)

Volume II: A Review of the Literature
Published: Jun 30, 2014
Publisher: Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation
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Associated Project

Using Progress Monitoring in Early Childhood Education: Assessing Methods and Developing an Evidence-Based Model

Time frame: 2012-2016

Prepared for:

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation

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Authors

Patricia Del Grosso

Sally Atkins-Burnett

Kimberly Boller

Judith Carta

Barbara A. Wasik

This report summarizes the findings of a literature review conducted as part of the Assessing Early Childhood Teachers’ Use of Child Progress Monitoring to Individualize Teaching Practices project funded by the Office of Planning, Research and Evaluation within the Administration for Children and Families at the U.S. Department of Health and Human Services. The purposes of the project are to develop a conceptual model of early childhood teachers’ use of ongoing child assessment to individualize instruction and to create a measure that assesses teacher implementation of that process; this measure will be called the Tool for Tailored Teaching (T3; see Volume I of this report). The literature review summarized in this volume was designed to (1) identify the critical areas to be addressed by a measure of teachers’ use of ongoing assessment for individualization and (2) find examples of how others have measured teachers’ use of ongoing assessment for individualization.

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