(B)(2) Supporting effective uses of Comprehensive Assessment Systems

(B)(2) Supporting effective uses of Comprehensive Assessment Systems

The extent to which the State and the Participating State Agencies are supporting, or have a High-Quality Plan to support, the effective implementation of developmentally appropriate Comprehensive Assessment Systems by--

  1. Working with Early Learning and Development Programs to strengthen Early Childhood Educators' understanding of the purposes and uses of each type of assessment within the Comprehensive Assessment System and their ability to select instruments that are appropriate for the target populations and purposes;
  2. Articulating an approach for aligning and integrating assessments and sharing assessment results, as appropriate, in order to avoid duplication of assessment and coordinate services for High-Need Children served by multiple Early Learning and Development Programs; and
  3. Training Early Childhood Educators to appropriately administer assessments and interpret and use assessment data in order to guide and improve instruction, programs and services.


PACER recommends the following:
State plans should articulated how the assessment system put into place is used to benefit the child, avoiding over-testing and ensuring that means of assessment be developmentally appropriate. Further, assessments results should be shared with families and families should be given assistance in how to interpret them.

Heather Kilgore
Public Policy Director
PACER Center
(952) 838-9000

On behalf of the Office of the Governor of the State of Illinois, the Illinois State Board of Education and the Illinois Department of Human Services: We are pleased that in a number of places the use of child assessment is tied to improving instruction. However, we recommend that the criteria for Comprehensive Assessment Systems and kindergarten entry assessments clarify that assessments are intended for the purposes of improving instruction and professional development, and are not intended to provide rewards or sanctions for children, teachers, or programs.