Questions, Answers and Wait-time: implications for assessment of young children

Abstract

While testing children for readiness to enter Kindergarten using the Peabody Individual Achievement Test-R and interview probes, a pattern of responses developed indicating that some of the children were continuing to process answers to questions and to formulate elaborations to statements long after the testing had moved to other questions and lines of inquiry. This development was then examined to determine whether young children should be given extended thinking/processing time in order to properly and completely demonstrate their abilities and knowledge. Consideration of validity and relevance must also be given to answers that may at first appear to be irrelevant to the latest question asked. The implications of the data for planning, developing, and implementing assessment as well as decisions regarding curriculum and instruction are discussed.