Toward Meaningful Assessment: Lessons from Five First-Grade Classrooms

Authors

Laura Kates, Kingsborough Community CollegeFollow

Abstract

A case study of six first grade teachers' responses to a performance assessment mandated in New York City Public Schools from 1998 to 2003.

Author Biography

Laura R. Kates is an assistant professor of early childhood education at Kingsborough Community College, City University of New York. She teaches courses in educational foundations, field experience and the development of literacy in young children. Prior to coming to Kingsborough in the fall of 2006, she worked for many years as a teacher and curriculum consultant in the New York City public schools. She helped teachers, principals, and district leaders develop engaging, integrative learning experiences for young children and establish collaborative, collegial learning communities for adults.

Laura holds an EdD in curriculum and teaching from Teachers College, Columbia University, and an MSEd in early childhood and elementary education from Bank Street College. Her research interests include curriculum and assessment policy, teacher education and program design. She is always concerned with how policies are enacted in real-world settings. Laura is committed to conducting research that highlights participants' perspectives on how they are affected by new policies and programs.

Recommended Citation

Kates, L. (2011). Toward Meaningful Assessment: Lessons from Five First-Grade Classrooms. Occasional Paper Series, (26). DOI: https://doi.org/10.58295/2375-3668.1076