Presentations

This page includes highlights to my research. To see all research, consider viewing my CV.

Gamified Self-regulation Assessments in Early Childhood Education: Aiming for Equity and Feasibility
Conference: International Society of Learning Sciences (ISLS) 2024
Abstract: Self-regulation skill development in early childhood lays the foundation for academic success by enabling children to take advantage of learning opportunities. Early childhood educators must be prepared to target self-regulation skills using developmentally appropriate assessments, which limit the potential for bias which is common in observational approaches. This study reports on n=14 teachers’ perceptions and experiences with a new teacher-facilitated, largely child-led tablet-based assessment of self-regulation called HTKS-Kids. Findings have implications for increasing equitable assessment opportunities for students with disabilities and English language learners.
Citation: Didrichsen, S., Starke, K., Kwan, T., McClelland, M. M., Karalis Noel, T., & Cameron, C. E. (2024, June 10-14th). Gamified Self-regulation Assessments in Early Childhood Education: Aiming for Equity and Feasibility.

Striving for Equitable Assessment Opportunities: Preschool Teacher Feedback on a Gamified Self-regulation Task
Conference: American Educational Research Association (AERA) 2024
Abstract: Self-regulation skill development in early childhood lays the foundation for academic success during the school years by enabling children to engage and take advantage of learning opportunities. Early childhood educators must be prepared to target self-regulation skills, which involve controlling and planning adaptive actions within one’s environment, with each of their students using developmentally appropriate practices and tools. However, commonly used observational assessments that ask teachers to report on student behaviors may be affected by inaccurate perceptions. A new teacher-facilitated, largely child-led tablet-based assessment of self-regulation called HTKS-Kids assesses each individual child’s regulatory skills directly, without using a checklist. This study garnered early childhood educators’ feedback on HTKS-Kids feasibility and its potential to present new information concerning their children’s school readiness skills. Findings have implications for increasing equitable assessment opportunities for students with disabilities and English language learners, as well as students of color.
Citation: Didrichsen, S., Starke, K., Kwan, T., McClelland, M. M., & Cameron, C. E. (2014, April 13). Striving for Equitable Assessment Opportunities: Preschool Teacher Feedback on a Gamified Self-regulation Task. Paper accepted for roundtable discussion at the American Educational Research Association (AERA) conference, Philadelphia, PA.