Standardized Entrance Assessment in Kindergarten: A Qualitative Analysis of the Experiences of Teachers, Administrators, and Parents

Abstract

To assist early childhood educators in responding to mandated standardized assessment, the purpose of this qualitative inquiry was to acquire an in-depth understanding of the experiences of teachers, parents, and administrators in relation to two stated purposes of the assessment: assistance for planning curriculum, and providing information for parents to support literacy learning at home. This study resulted in grounded theory about the strengths and weaknesses of standardized testing in kindergarten. In sum, the strengths that emerged from these data include: a) some immediate information at a glance; b) consistency of information with the core curriculum and across districts; c) time and opportunity for one-on-one interaction among teachers, parents, and children; d) time and opportunity to begin parent and teacher dialogue; and e) ease of the first day of school. The weaknesses that emerged from these data include: a) the narrow scope of information gleaned; b) lack of validity of the results; c) the potential for placing undue importance on the assessment, resulting in inappropriate practice; d) limited changes in the curriculum; e) misuse of instructional time; and f) anxiety for teachers, parents, and children.