RECOMMENDATIONS FOR EARLY CHILDHOOD ASSESSMENTS

PRINCIPLES AND RECOMMENDATIONS FOREARLY CHILDHOOD ASSESSMENTSS ubmitted toTHE NATIONAL EDUCATION GOALS PANELby the Goal 1 EARLY CHILDHOOD ASSESSMENTS Resource GroupLorrie Shepard, Sharon Lynn Kagan, and Emily Wurtz, Editors 177 575 Prin/Rec1/16 2/18/98 2:13 PM Page C1 National Education Goals PanelGovernorsJames B. Hunt, Jr., North Carolina (Chair, 1997 1998)John Engler, MichiganWilliam Graves, KansasPaul E. Patton, KentuckyRoy Romer, Colorado Tommy G. Thompson, WisconsinCecil Underwood, West VirginiaChristine Todd Whitman, New JerseyMembers of the AdministrationCarol H. Rasco, Senior Advisor to the Secretary of EducationRichard W.

using test results to sort children into or out of kindergarten and preschools. ... or learning potential, assessment results are easily confounded by language proficiency, especially for children who come from home backgrounds with limited exposure to English, for whom the assessment would essentially be an assessment of their English proficiency.

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  Assessment, Using, Language, English, Proficiency, Early, Childhood, Results, Early childhood, Language proficiency, English proficiency, Assessment results

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