Navigating Virtual Delivery of Assessments for Head Start Children During the COVID-19 Pandemic

Authors
Leiah Groom-Thomas,
Monica Lee,
Cate Smith Todd,
Kathleen Lynch,
Susanna Loeb,
Scott McConnell,
Lydia Carlis
Year of publication
2022
Publication
Journal of Early Intervention

Many preschool agencies nationwide continue to experience closures and/or conversions to virtual or hybrid instruction due to the ongoing coronavirus disease 2019 (COVID-19) pandemic. Despite the importance of understanding young children’s learning and development during the COVID emergency, limited knowledge exists on adaptable practices for assessing young children during the pandemic. We assess the learning of 336 Head Start children across four states and three different time periods during the 2020 to 2021 school year, using adaptations of traditionally in-person assessments of early numeracy, early literacy, and executive functioning. In doing so, we distill early lessons for the field from the application of a novel, virtual assessment method with the early childhood population. This article describes the adaptations of assessment administration for virtual implementation and incorporation of feedback into continued virtual delivery of assessments. Applications and limitations in broader contexts are discussed.

Suggested Citation:

Leiah J. G. Groom-Thomas, L., Lee, M.G., Todd, C.S., Lynch, K., Loeb, S., McConnell, S., & Lydia, C. (2022). Navigating Virtual Delivery of Assessments for Head Start Children During the COVID-19 Pandemic. Journal of Early Intervention