[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-582963-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-582963-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","cemetr-2023-02-january-2023","CEMETR-2023-02 - January 2023","","Grounded theory study examines what barriers North Carolina kindergarten teachers encounter when implementing the North Carolina Early Learning Inventory (NC ELI), and what factors strengthen implementation fidelity. Interviews with 10 teachers across three North Carolina regions were analyzed using constant comparative methods. Results indicate strong formative assessment practices, but unclear ELI expectations and insufficient NC ELI training contribute to weak implementation. Recommendations emphasize adequate statewide professional development and support.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/cemetr-2023-02-january-2023/582963/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/cemetr-2023-02-january-2023/582963.png","ImageObject",300,407,{"name":42,"@type":43},"Rhys","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What barriers do kindergarten teachers face when implementing the NC ELI?","Question",{"text":63,"@type":64},"The study found that unclear expectations and insufficient training with the NC ELI contributed to poor implementation practices.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the research conducted?",{"text":68,"@type":64},"Data came from semi-structured interviews with 10 teachers across three North Carolina regions and were analyzed using constant comparative methods.",{"name":70,"@type":61,"acceptedAnswer":71},"Which factors are expected to improve implementation fidelity?",{"text":72,"@type":64},"Adequate professional development and support are emphasized to reduce the gap between teachers’ formative assessment capacity and their actual use of the NC ELI.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},582963,1792144901,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","| CEMETR-2023-02 January 2023 | CEME\u003Cbr>Technical Report |\n| --- | --- |\n| The Center for\u003Cbr>A PUBLICATION OF THE CENTER FOR EDUCATIONAL MEASUREMENT AND EVALUATION | Educational Measurement and Evaluation\u003Cbr>Examining Teachers’ Implementation Fidelity Practices with the North Carolina Early Learning Inventory\u003Cbr>Hannah E. Luce\u003Cbr>Kristin M. Villanueva |\n\nExamining Kindergarten Teachers’ Implementation Fidelity Practices with the North Carolina Early Learning Inventory  \nHannah E. Luce  \nKristin Villanueva  \nAbstract  \nThis grounded theory study seeks to 1) understand what barriers North Carolina kindergarten teachers experience as they implement a new authentic formative assessment, the North Carolina Early Learning Inventory (NC ELI), and 2) identify factors that increase implementation fidelity with the new measure. Data were collected from 10 teachers, from three regions in North Carolina, using semi-structured interviews and analyzed using constant comparative methods. Findings suggested that teachers have strong formative assessment practices, yet unclear expectations and insufficient training with the NC ELI contributed to poor implementation practices. The North Carolina Department of Public Instruction and school districts across the state should ensure adequate training and support to mitigate the gap between teachers’ capacity for engaging in formative assessment and their use ofthe NC ELI.  \nPurpose  \nIn 2019 North Carolina adopted a new Kindergarten Entrance Assessment (KEA) measure known as the North Carolina Early Learning Inventory (NC ELI). The inventory includes 14 items from the full authentic formative assessment measure, Teaching Strategies GOLD®. The NC ELI was designed to help teachers and families understand each child's strengths and needs and help teachers plan for instruction (North Carolina Department of Public Instruction, n.d.) . While there is evidence to support that the assessment is developmentally appropriate for documenting young children's current knowledge and skills (Lambert, 2020), the utility of the assessment is contingent on factors that are both within and beyond teachers’ locus of control.  \nThe present study seeks to identify the barriers that kindergarten teachers face as they implement the NC ELI and the factors that support implementation fidelity. To identify factors that are both within and beyond the control of kindergarten teachers, we sought to answer three research questions, including:  \n1. How do North Carolina kindergarten teachers understand and use formative assessment in their classrooms?  \n2. What barriers and benefits do kindergarten teachers experience when attempting to apply outcomes from the NC ELI to inform their practice?  \n3. What factors would facilitate improved implementation fidelity experiences with NC ELI? Findings from this study will be shared with the North Carolina Department of Public Instruction for three primary purposes, including, 1) providing recommendations for meaningful professional development opportunities for kindergarten teachers and 2) mitigating larger and more systemic barriersand 3) replicating practices that support strong implementation fidelity with the new measure.  \nPerspectives/Theoretical Framework  \nThe NC ELI is an observation-based measure and includes 14 items from the full measure, GOLD®. Theoretically, assessment occurs when teachers engage in the formative assessment process and collect evidence during routine classroom activities, analyze and enter evidence into the secure electronic platform, and make placements along developmental and learning progressions. Teachers use preliminary placements to differentiate and plan for future instruction. Using the NC ELI as intended requires teachers to have a robust prerequisite knowledge of the formative assessment process. However, previous research suggests that teachers experience numerous barriers integrating formative assessment practices into routine teaching and learnin","cbCaiqJy5XRvdij0","https://ap.wps.com/l/cbCaiqJy5XRvdij0","pdf",666944,21,"English","# Abstract\n# Purpose\n# Perspectives/Theoretical Framework","[{\"question\":\"What barriers do kindergarten teachers face when implementing the NC ELI?\",\"answer\":\"The study found that unclear expectations and insufficient training with the NC ELI contributed to poor implementation practices.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"Data came from semi-structured interviews with 10 teachers across three North Carolina regions and were analyzed using constant comparative methods.\"},{\"question\":\"Which factors are expected to improve implementation fidelity?\",\"answer\":\"Adequate professional development and support are emphasized to reduce the gap between teachers’ formative assessment capacity and their actual use of the NC ELI.\"}]","CEMETR-2023-02 - January 2023 | PDF",1792045138,53]