Date of Award
12-2025
Document Type
Project
Degree Name
Master of Arts in Child, Adolescent, and Family Studies
Department
Child Development
First Reader/Committee Chair
Lisa Looney
Abstract
High-quality early childhood education (ECE) is foundational to children’s development and long-term success, yet ensuring consistent quality across diverse programs remains a persistent challenge. This project examines how assessment data, particularly from the Classroom Assessment Scoring System (CLASS), 2nd Edition, can be transformed from static evaluations into dynamic tools for professional growth. While CLASS observations provide reliable measures of teacher–child interactions, their greatest potential emerges when these data are translated into actionable guidance that informs daily practice.
To bridge the gap between assessment and implementation, this paper presents a comprehensive Assessment Toolkit composed of three integrated components: assessor-written summary reports, teacher self-evaluations, and collaborative action plans. Together, these tools promote reflective practice, goal setting, and ongoing instructional improvement. The proposed mixed-methods design, incorporating surveys, interviews, and classroom data, explores how teachers engage with the toolkit to enhance reflection, confidence, and classroom quality over time.
By linking assessment, reflection, and planning within a coherent system, this project offers a sustainable model for continuous quality improvement in early learning environments. The toolkit provides a practical and research-informed approach for transforming observation data into equitable, teacher-driven improvement across early childhood education settings.
Recommended Citation
Roundy, Virginia M., "BRIDGING ASSESSMENT AND IMPLEMENTATION A TOOLKIT FOR IMPROVING QUALITY IN PRESCHOOL SETTINGS" (2025). Electronic Theses, Projects, and Dissertations. 2325.
https://scholarworks.lib.csusb.edu/etd/2325