Project Construct is a long-term educational improvement effort developed by the Missouri Department of Elementary and Secondary Education. Currently being implemented in 212 school districts in Missouri and 10 school districts in other states, its framework of curriculum and assessment is being elaborated by continuing field testing and input from participating educators.
The following is excerpted from an informational leaflet distributed by the Project Construct National Center (see Contacts).
"Project Construct is a process-oriented curriculum and assessment framework for working with children ages three through seven. Project Construct is based on constructivist theory, which states that children construct their own knowledge and values as a result of interactions with the physical and social world. The project design provides for a variety of resources, including curriculum material and assessment instruments, support pieces for educators and parents that address a range of theoretical and practical concerns, and guidelines for teacher evaluation and professional development. Instruction is provided through thirty-hour-long institutes, with continuing education made available through a series of follow-up workshops and advanced institutes. In addition, experienced Project Construct consultants, including classroom teachers and administrators, are available to provide guidance for those who are new to the project. . . .
Project Construct was developed to fulfill a need for a curriculum and assessment framework that supports young children's characteristic ways of learning while at the same time providing teachers, parents, and administrators the information they need to make appropriate decisions regarding the education of young children. . . .
The Project Construct Assessment System will help teachers document children's attainment of the goals for students. The system has two primary components: one part is based on informal assessment techniques and is designed to monitor students' day-to-day progress, while the other part reflects a more structured approach and is most useful for summative evaluation. Both components feature performance-based methods and promote developmentally appropriate assessment practices."