| High-quality assessment has historically been a critical aspect of early childhood education (ECE) (Greenspan et al., 1994; McConnell, 2000; Pretti-Frontczak, Kwoalksi, & Brown, 2002). The dawning of the 21 st century is being led by an age of accountability largely measured with assessment scores. Accountability is beginning to be seen with preschool-age children. Leaders in the field of ECE and leading national organizations have five common assessment themes: (a) an emphasis on developmental level and intervention/curricula, (b) a linked system of assessment and intervention/curricula, (c) a focus on the purpose of assessment, (d) the natural environment of young children, and (e) using more than one source of information (Greenspan et al., 1994; McCloskey, 1990; McConnell, 2000; Meisels & Fenichel, 1996; NAEYC, 2003; NASP, 1999; NEGP, 1998; Pretti-Frontczak et al., 2002; Sandall et al., 2000). The present study investigated the extent to which teachers of four-year-old children are using the common assessment themes in practice as well as beliefs. Also, the current investigation determined if teacher assessment practices were influenced by assessment beliefs or occupational stress. Results showed that a large amount of teachers are not using developmentally appropriate assessment measures in an appropriate manner with young children. In addition, a relatively high number of teachers were at-risk for occupational stress. A statistically significant negative relationship was found between teacher assessment practices and beliefs. Implications for future research and practice are included. |
