There are multiple ways of constructing and assessing knowledge
Current research suggests that the role of the educator is not to teach but to guide learners through development and give children voice, rights, choice and power within curriculum decision-making. This can be achieved using a combination of "planning based on observation, recording of children’s language, ideas and interests, and discussion with children to determine their agency”(Sorin & Galloway, 2006). Canella (2000) supports this approach adding that through observation, assessment and interviews the teacher can promote agency in children and celebrate diversity as well as the multiple voices of children.
Hatherly and Richardson (2007) claim “We can only transform curriculum and pedagogy by also transforming the way we assess learning” this challenges the traditional notion that assessment is nothing more than gathering and interpreting information about children’s learning.
Instead “Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.” DEEWR, 2009, p.17). Assessment is not an endpoint for children’s learning, it is an ongoing process which should include documentation and evaluations of children’s learning which are used to inform further planning and used as means of sharing and communicating achievements with parents, children and other professionals. Rinaldi (2006) suggests that when educators and families’ combine their share understandings, new understandings emerge that would not be possible from separate perspectives. This partnership helps to break some of the boundaries and challenges, which are associated with constructing and assessing knowledge.
It is the roles of the teacher to create a learning environment where children can practice solving real world challenges. Arthur et. Al (2012) support this stating that "play is regarded as a vehicle for learning as well as a place where children can demonstrate their learning"(p. 99). Assessments that include the 'child's voice' or children making a contribution to their assessments encourage an orientation towards learning goals Teachers who pay careful attention to children's voices gain windows into their world views and assumptions. (Carr, Hatherley, Lee & Ramsey, 2005, p. 3 & p. 4).
There are numerous challenges associated with assessment and accountability in the early years classroom one example is the time it takes to implement and produce quality evidence of assessment. To help overcome this challenge educators can working with other stakeholders. This idea is supported in the EYLF which advocates “Working in partnership with families, educators use the Learning Outcomes to guide their planning for children’s learning. In order to engage children actively in learning, educators identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment. Educators carefully assess learning to inform further planning“ (DEEWR, p. 9).
A common misconception is good teaching can be measured by how well students do on standardised tests such as NAPLAN. However research suggests that these tests hold little merit in regards to the child as a whole and that quality teaching is when teachers use authentic assessment strategies to guide and develop 21st century skills such as reflexivity, creativity and individuality.
Authentic Assessment involves the direct examination of a student’s ability to use knowledge to perform a task that is like what is encountered in real life or in the real world. Authenticity is judged in the nature of the task completed and in the context of the task (McMillan, 2004). In addition to supporting the development of deeper levels of understanding authentic assessment also supports success as children apply their knowledge and skills in situations and environments in which they are comfortable. Arthur et al. (2005) extend on this telling us that “to be meaningful and authentic records of children’s learning, observations should be part of children’s daily experiences and be embedded into the whole curriculum rather than something that occurs in isolation” (p.216).
Hatherly and Richardson (2007) claim “We can only transform curriculum and pedagogy by also transforming the way we assess learning” this challenges the traditional notion that assessment is nothing more than gathering and interpreting information about children’s learning.
Instead “Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.” DEEWR, 2009, p.17). Assessment is not an endpoint for children’s learning, it is an ongoing process which should include documentation and evaluations of children’s learning which are used to inform further planning and used as means of sharing and communicating achievements with parents, children and other professionals. Rinaldi (2006) suggests that when educators and families’ combine their share understandings, new understandings emerge that would not be possible from separate perspectives. This partnership helps to break some of the boundaries and challenges, which are associated with constructing and assessing knowledge.
It is the roles of the teacher to create a learning environment where children can practice solving real world challenges. Arthur et. Al (2012) support this stating that "play is regarded as a vehicle for learning as well as a place where children can demonstrate their learning"(p. 99). Assessments that include the 'child's voice' or children making a contribution to their assessments encourage an orientation towards learning goals Teachers who pay careful attention to children's voices gain windows into their world views and assumptions. (Carr, Hatherley, Lee & Ramsey, 2005, p. 3 & p. 4).
There are numerous challenges associated with assessment and accountability in the early years classroom one example is the time it takes to implement and produce quality evidence of assessment. To help overcome this challenge educators can working with other stakeholders. This idea is supported in the EYLF which advocates “Working in partnership with families, educators use the Learning Outcomes to guide their planning for children’s learning. In order to engage children actively in learning, educators identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment. Educators carefully assess learning to inform further planning“ (DEEWR, p. 9).
A common misconception is good teaching can be measured by how well students do on standardised tests such as NAPLAN. However research suggests that these tests hold little merit in regards to the child as a whole and that quality teaching is when teachers use authentic assessment strategies to guide and develop 21st century skills such as reflexivity, creativity and individuality.
Authentic Assessment involves the direct examination of a student’s ability to use knowledge to perform a task that is like what is encountered in real life or in the real world. Authenticity is judged in the nature of the task completed and in the context of the task (McMillan, 2004). In addition to supporting the development of deeper levels of understanding authentic assessment also supports success as children apply their knowledge and skills in situations and environments in which they are comfortable. Arthur et al. (2005) extend on this telling us that “to be meaningful and authentic records of children’s learning, observations should be part of children’s daily experiences and be embedded into the whole curriculum rather than something that occurs in isolation” (p.216).
This semester I have also been studying the CQUniversity Course Ensuring Student Success for which I created a professional development package examining the question "Are Portfolios An Effective Form Of Assessment For Mapping The Progress Of Learners In The Early Years Classroom". The buttons below will take you to this package where you can explore my understanding of the different types of assessment and how they can be applied in the Early Years Classroom. their use
Authentic Assessment
Involves the direct examination of a student’s ability to use knowledge to perform a task that is like what is encountered in real life or in the real world. Authenticity is judged in the nature of the task completed and in the context of the task. (McMillan, 2004) |
Formative Assessment
Occurs when the primary purpose of the activity is to ascertain how students are progressing with their learning, when the information is then used to adjust the learning journey to help students achieve better outcomes. |
Summative Assessment
Occurs when the data and information gathered through the assessment process is used to indicate the standard or level of achievement that a student has reached at a particular point in time. It is usually related to reporting and certification. |
Diagnostic Assessment
Can be viewed as a kind of formative assessment, and is used to determine the nature of student learning problems or needs to then be able to provide the appropriate feedback or intervention |
Assessment for learning
Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning.
It is important because it enables educators in partnership with families, children and other professionals to:
Belonging, Becoming & Being (2009)
It is important because it enables educators in partnership with families, children and other professionals to:
- plan effectively for children’s current and future learning
- communicate about children’s learning and progress
- determine the extent to which all children are progressing toward realising learning outcomes and if not, what might be impeding their progress
- identify children who may need additional support in order to achieve particular learning outcomes, providing that support or assisting families to access specialist help
- evaluate the effectiveness of learning opportunities, environments and experiences offered and the approaches taken to enable children’s learning
- reflect on pedagogy that will suit this context and these children.
Belonging, Becoming & Being (2009)