Work

Using Parent and Teacher Authentic Assessment Results to Guide Preschool to Kindergarten Transition for Multilingual Learners

Year: 2025

Type: article

Abstract: Most traditional assessment tools often have shortcomings supporting children who are multilingual during their transition from preschool to kindergarten. Teachers and families active collaboration during assessments supports children during the transition process. The results from a study conducted with Head Start teachers and families highlighted possible areas in which transition practices could be strengthened through individualized child assessment by parents and teachers. The implication of the similarities and differences of scores across domains highlighted potential needs in assessments and transition practices. This paper shares research to practice connections by looking at several key challenges in assessing children during kindergarten transition, and specific strategies for implementing authentic assessment with multilingual learners. The paper also shares specific recommendations for program implementation that emerged from current research.

Source: Dialogues in Social Justice: An Adult Education Journal (The University of North Carolina at Charlotte)

Authors: Edokhamhen, Ehichoya, Burke, Kelcie, Macy, Marisa

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Quality education, Reduced inequalities

Open Access status: green

OpenAlex ID: W7062825129

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