Abstract
The aim of this study is to investigate the change process of early childhood teachers’ formative assessment practices via collaborative action research. Formative assessment contributes to children’s development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers’ change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children’s development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers’ practices is highlighted in this study.
Highlights
In its broad definition, assessment is a process for gathering information to make decisions about children's development and learning, instruction, programs, and interventions (Carr, 2001; Mindes & Jung, 2015; Wortham, 2011)
When applied to young children, assessment should provide a rich picture of the ways in which they learn, think, and act (Bowman, Donovan, & Burns, 2001; Twombly, 2014)
Recent research reports that formative assessment is a fundamental strategy for improving student learning (Dunn & Mulvenon, 2009; Hattie & Timperley, 2007; McMillan, Venable & Varier, 2013)
Summary
Assessment is a process for gathering information to make decisions about children's development and learning, instruction, programs, and interventions (Carr, 2001; Mindes & Jung, 2015; Wortham, 2011). Formative assessment is a process that informs and supports teaching while learning is taking place (Black & Wiliam, 1998; Heritage, Kim, Vendlinski & Herman, 2009). Authors of a longitudinal research project assert that the importance of formative assessment depends on how it meets children’s needs and supports their learning (Siraj-Blatchford et al, 2002). In early childhood settings, teachers need more curriculum-embedded assessment strategies to meet complex learning processes of young children. Formative assessment enables teachers to provide effective feedback during learning moments. In addition to research studies, the National Association for the Education of Young Children, the National Council of Teachers of English, and the National Council of Teachers of Mathematics have long promoted the use of formative assessment early childhood in learning contexts
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