헤드스타트 국가보고체제 논쟁으로부터의 교훈: 바람직한 유아평가를 위한 시사점

초록

This study aimed to analyze socio-political backgrounds, process, issues, and implications of the Head Start National Reporting System (HSNRS) implemented from 2003 to 2007. Through a literature review, the heated debates surrounding the HSNRS and underlying social demands for high accountability and political calls for evidence-based developmental outcomes were explored. The background, components, and limitations of HSNRS, born from the increasing demands for teacher accountability and visible outcomes of early childhood education, could present meaningful lessons for desirable early childhood assessment. The rather short-lived life of HSNRS, from its birth to abandonment, showed that the top-down, one-size-fits-all approaches to increasing accountability can lead to deterioration and demoralization, if not carefully listening to the voices of academic scholars and professionals. As even well-intended efforts to improve early childhood program quality and teacher accountability, when accompanied by high-stake assessments, can unwittingly do more harm than good, we suggested to glean valuable lessons from the HSNRS in the United States.

키워드