Directions for professional development: Increasing knowledge of early childhood measurement

Abstract

Research has indicated that the education and experience of early childhood (EC) professionals in measurement is often inadequate to meet the requirements for best practice, and very few studies have investigated this issue.  A survey was used to explore the measurement knowledge and use of 159 EC professionals to help set directions for professional development. Results indicated that respondents had a very high interest in professional development and for the most part had received little to no training for the tools and procedures they were currently using in practice. Furthermore, moderate to large effects were found between an individual’s measurement knowledge and competency and how important they believed it was for their practice across all measurement domains (screening, assessment, and evaluation). The majority of respondents (93.9%) reported that they modify measurement procedures, which can have implications for the reliability and validity of the tool. Respondents highlighted various measurement issues and needs in terms of professional development, such as the need for measurement standards across programs, how to appropriately modify measurement tools/procedures to meet individual program and professional needs, and how to link measurement information to programming.