Lessons Learned About Data Utilization From Classroom Observations

Over the past decade, there has been a dramatic increase in the use of classroom observational assessments to monitor program quality and inform quality improvement efforts across a variety of early childhood initiatives and settings. Despite this recent increase in the use of observational assessments, there has been limited discussion about processes and mechanisms for sharing and using the data from these tools to drive program improvement. The purpose of this article is to articulate lessons learned about the data-sharing process from the embedded evaluator paradigm of assessment and feedback used in Educare, an early childhood program model, to inform the initiatives emerging in the larger field. Research Findings: The application of principles from developmental evaluation and self-determination theory resulted in numerous processes that facilitated the utilization of classroom observation data. These processes, which involved the 3 main steps of establishing a Research-Program Partnership, implementing classroom observations, and sharing the results, are described and discussed. Across these 3 steps, processes were developed to support relatedness, competence, and autonomy as critical needs to be met to facilitate data internalization and use. Practice or Policy: Implications are drawn for the larger early childhood field, including settings without an embedded evaluator.