Research Article
Published: September 21, 2026 DOI: 10.33552/IJER.2026.06.000643
Abstract: This Chapter Examines Assessment-informed Teacher Preparation As A Framework For Developing Ractitioner Researchers Through OSEP Pathways To T.E.A.C.H. The Summer Enrichment Experience Combined Supervised Clinical Observation, Criterion-referenced Language And Learning Assessment, Reflective Documentation, And Interdisciplinary Consultation. Eighteen Pre-K Children Ages 4 To 5 Who Were Preparing To Transition To Kindergarten Participated In The Two-week Enrichment Period. Teacher Candidates Engaged With The Assessment Of Basic Language And Learning Skills-Revised (ABLLS-R), The Verbal Behaviour Milestones Assessment And Placement Program (VB-MAPP), Direct Observation, And Structured Reflection While Working Alongside Behavioural, Mental Health, And Literacy Professionals. Quantitative Cohort Summaries Indicated Uneven Performance Across Language, Social, And Early Academic Domains, Including A Notable Receptive-expressive Iscrepancy And Substantial Variability In Literacy-related Skills. Qualitative Observation And Reflection Entries Illustrated Candidates’ Growing Attention To Learner Strengths, Contextual Influences On Performance, Functional Communication, Self-regulation, And The Connection Between Assessment Evidence And Instructional Planning. The Chapter Presents The Experience As A Descriptive Mixed-methods Program Evaluation Rather Than A Test Of Intervention Efficacy. It Argues That Clinically Rich Assessment Experiences Can Help Teacher Candidates Learn To Collect Evidence Responsibly, Interpret Data Cautiously, Collaborate Across Disciplines, And Translate Assessment Findings Into Individualized Educational Recommendation
a Creative Commons Attribution 4.0 International License. Based on a work at www.irispublishers.com.
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