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Analysis highlights widespread concerns about purpose understanding, perceived lack of implementation support, limited awareness of 2020-21 content/platform changes, and doubts about classroom use of NC KEA data.",{"@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/practitioner-perspectives-on-the-implementation-of-the-north-carolina-kindergarten-entry-assessment-executive-summary/582803/",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/practitioner-perspectives-on-the-implementation-of-the-north-carolina-kindergarten-entry-assessment-executive-summary/582803.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},"How were practitioner perspectives on NC KEA collected in this study?","Question",{"text":63,"@type":64},"Practitioners completed an online survey and a subset indicated interest in interviews. In total, 385 practitioners completed the survey, and 15 telephone interviews were conducted during late June to early July 2020.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What concerns did practitioners express about NC KEA implementation?",{"text":68,"@type":64},"Many teachers reported not understanding the purpose or the general purpose of NC KEA. Substantial portions also reported lacking support from implementation teams and disagreed that NC KEA data informs instruction.",{"name":70,"@type":61,"acceptedAnswer":71},"What did interview findings suggest about how teachers used NC KEA data?",{"text":72,"@type":64},"Teachers emphasized the importance of using NC KEA data in PLCs, with lead teachers, and on grade-level teams. Many also described time constraints and difficulties managing multiple assessments, and some responses indicated misunderstandings or misuses of NC KEA as a formative process.","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},582803,1792144369,{"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","Practitioner Perspectives on the Implementation of the North Carolina Kindergarten Entry  \nAssessment  \nT. Scott Holcomb, Zhi Li, Angela M. Ferrara, and Richard G. Lambert  \nCenter for Educational Measurement and Evaluation  \nUniversity of North Carolina at Charlotte  \nNovember 2020  \nExecutive Summary  \nThis study gathered information from practitioners on their perspectives of experiences implementing the North Carolina Kindergarten Entry Assessment (NC KEA) . Initially, practitioners were invited to complete an online survey asking them to rate or provide information about several aspects related to implementing the assessment process. In total, 385 practitioners completed the online survey. The survey was made up of open-ended questions and four-point Likert items (strongly disagree to strongly agree) . At the end of the survey respondents could notify the research team of their interest in participating in a follow-up telephone interview. Out of 63 practitioners indicating interest in completing interviews, a final group of 15 interviews were conducted to provide a more in depth understanding of NC KEA experiences. The telephone interviews were conducted during late June to early July 2020.  \nDuring the analysis of item ratings and open-ended survey questions several findings emerged. A small number of teachers directly said they do not understand the purpose of the NC KEA, however responses to open-ended survey questions and interview questions indicated teachers do not understand the general purpose. One of the Likert-type items addressed perceived support from regional, district, or building implementation teams, 33.3% of respondents did not feel they were supported with implementation ofthe NC KEA by these teams. Over half (56.7%) of the survey respondents disagreed with the statement “NC KEA data is used to inform instruction in my classroom”. A majority (52.4%) of the respondents indicated they were not aware of NC KEA content and platform changes for the 2020-21 school year at the time they completed the survey.  \nFindings from the interviews brought about a variety of specific individual experiences. There were other findings that were common across interview participants. Teachers mentioned  \nthe importance of, and context for, using data from the NC KEA in Professional Learning Communities (PLC), with lead teachers, and on grade level teams. Several kindergarten teachers interviewed in the study indicated experiences with time constraints and difficulty managing several assessments simultaneously at the start of the school year. While some interview participants mentioned their appreciation for the NC KEA’s whole-child approach to assessment, many teachers expressed concerns over the lack of alignment with other assessments or the redundancy of some kindergarten assessments. It is important to note that many of the responses from interview participants signaled misunderstandings or misuses ofthe NC KEA as a formative assessment process.  \nPractitioner Perspectives on the Implementation ofthe NC KEA  \nThe 2020 NC KEA implementation survey was available online for educational practitioners involved with the implementation ofthe NC KEA to provide perspectives on their experiences with the assessment. Respondents were made aware that the survey focused on the implementation of the 2019-2020 NC KEA and not the upcoming NC Early Learning Inventory (NC ELI). The survey was intended to gather information from practitioners regarding the following aspects ofthe NC KEA:  \n• The type of professional development teachers received to assist in implementing the assessment process.  \n• How prepared teachers felt they were to implement the assessment following training.  \n• The resources and supports available to assist in implementation of the assessment process.  \n• Practitioner opinions on the usefulness of the assessment process in informing instructional individualization for kindergarten students in their classroom, schoo","cbCaiaDZUD4g1rCF","https://ap.wps.com/l/cbCaiaDZUD4g1rCF","pdf",416309,31,"English","# Executive Summary\n## Background\n## Survey and Interviews\n## Key Findings","[{\"question\":\"How were practitioner perspectives on NC KEA collected in this study?\",\"answer\":\"Practitioners completed an online survey and a subset indicated interest in interviews. In total, 385 practitioners completed the survey, and 15 telephone interviews were conducted during late June to early July 2020.\"},{\"question\":\"What concerns did practitioners express about NC KEA implementation?\",\"answer\":\"Many teachers reported not understanding the purpose or the general purpose of NC KEA. Substantial portions also reported lacking support from implementation teams and disagreed that NC KEA data informs instruction.\"},{\"question\":\"What did interview findings suggest about how teachers used NC KEA data?\",\"answer\":\"Teachers emphasized the importance of using NC KEA data in PLCs, with lead teachers, and on grade-level teams. Many also described time constraints and difficulties managing multiple assessments, and some responses indicated misunderstandings or misuses of NC KEA as a formative process.\"}]","Practitioner Perspectives on the Implementation of the North Carolina Kindergarten Entry Assessment - Executive Summary | PDF",1792044531,78]