Assessment In Early Childhood Education Research Articles

Possibilities of assessment in early childhood education: challenges and contributions of the collective creation of a rubric

The uses of portfolios, reports, and records in assessing children in early childhood education are well-known. However, other possibilities have emerged related to the use of assessment rubrics as instruments for evaluating children and enhancing the quality of reports. In this study, we investigate the knowledge of early childhood education professionals regarding assessment rubrics, addressing the challenges and contributions associated with the construction of a collective instrument model. We used the case study approach as a methodological element. The data revealed a superficial and limited understanding of the topic. Generally, participants were unfamiliar with the instrument, mistakenly associating it with a checklist. Simultaneously, they expressed varied interpretations, indicating a weak knowledge base. The collaborative construction of the instrument highlighted substantial challenges, with the main one related to defining quality criteria. Additionally, some contributions were identified, such as the opportunity for socialization and knowledge exchange, a process translated as formative for the participants. The findings of this study can be applied in teacher training courses within the context of universities and education departments.

Developmental play-based assessment in early childhood education: a systematic review

ABSTRACT This systematic review aims to identify the dimensions operationalized in different instruments that assess the developmental domains in Early Childhood Education through play. Research between 2015 and 2021 that dealt with quantitative developmental assessment instruments from 2 to 7 years of age were included. Instruments without psychometric properties or clinical use were excluded. Fifty-six studies were analysed. Forty-one instruments published between 1981 and 2020 were identified, of which 32 assessed the effects of play interventions, and nine used games. Seven studied the psychomotor domain, five the socioemotional, and 19 the cognitive. The results show the need for an interdisciplinary play-based developmental assessment instrument for Early Childhood Education, which can be used by teachers to guide teaching and learning processes focused on developmentally appropriate practices, and by the fields of research and psychopedagogy.

The Purposes of Intellectual Assessment in Early Childhood Education: An Analysis of Chilean Regulations.

The main purpose of intellectual assessment in early childhood education is the early detection of intellectual disabilities. In Chile, the recent school integration policy has incorporated assessment purposes oriented toward educational improvement, but it is not known how these purposes interact with each other. This study aimed to analyze the purposes of intellectual assessment present in the current Chilean educational policy in early childhood education. A systematic review of ministerial documents and a subsequent qualitative content analysis of official documents published between 1998 and 2022 were carried out. The results revealed that the purposes of intellectual assessment for educational policy are multiple, highlighting the provision eligibility, diagnosis, student monitoring and support, in addition to formative and curricular adjustment purposes. It is discussed how this multiplicity of purposes is congruent with the current regulations governing intellectual assessment procedures in early childhood education. It is concluded that there is a need to update the legislation that regulates intellectual assessment to be consistent with the new assessment proposals in the country.

Nordic approaches to evaluation and assessment in early childhood education and care

This paper presents and discusses the findings of a collaborative investigation into Nordic approaches to evaluation and assessment in early childhood education and care. The project explored values and principles that underpin and guide evaluation in ECEC systems and practices in five Nordic countries: Denmark, Finland, Iceland, Norway and Sweden. The qualitative study combined documentary analysis with interviews with early childhood educators, academics and policy makers. The study was commissioned by the Nordic Council of Ministers in order to shed light on the values and principles that have guided the evaluation and assessment of the quality of early childhood education and care in the various Nordic countries, the ways in which evaluation and quality assessment has been developed in the Nordic countries and the parties responsible for carrying out the evaluation and assessment. Central to our exploration was whether a coherent Nordic approach exists and what characteristics distinguish it from other possible models of ECEC system evaluation. This question has gained relevance in global contexts of International Large-scale Standardised Assessments in ECEC, promoted most prominently the Organisation for Economic Co-operation and Development (OECD). Our findings confirm the existence of a Nordic approach, consisting of a shared and coherent understanding of the underpinning values, the purpose and the appropriate methodologies across several dimensions of comparison between countries as well as within countries. Shared values and principles include well-being, child-centredness, play, learning, professionalism and reducing inequalities. Shared purpose of evaluation is to provide relevant information to improve the quality of the ECEC system. In consequence, the focus is on evaluating settings and systems that enable children to thrive, rather than assessing individual children. Nonetheless, the Nordic model must be carefully interpreted in its specific contexts. Much responsibility is delegated to the municipality level, leading to local variations and influences. More generally, we found the Nordic approaches to evaluation and assessment in ECEC firmly situated in a Nordic model of governance that emphasises decentralisation and values local democracy. We discuss the implications of this for international comparative research in ECEC, for further research into the relationship between the central and the local in ECEC and for the possibility of an explicit Nordic contribution to informing the global ECEC policy debate.

Avaliação na educação infantil a partir da compressão de professoras de uma pré-escola

A avaliação na Educação Infantil (EI) é um elemento estrutural do planejamento e da prática pedagógica e está vinculado ao currículo e aos processos formativos na EI, mas existem desafios e dificuldades e equívocos na forma de sua compreensão. O artigo objetiva refletir sobre a avaliação na EI a partir da compreensão de professoras de um Pré-escolar do município de Tocantinópolis/TO. Optamos por uma abordagem de natureza qualitativa com pesquisa exploratória e bibliográfica, tendo o estudo de caso como estratégia metodológica e a aplicação de um questionário como técnica de investigação. Os resultados apontam proximidade e adequação entre a compreensão sobre avaliação das docentes investigadas aos dispositivos legais e a literatura especializada. Contudo evidencia uma abordagem genérica com expressão que sugere a existência de práticas pautadas na avaliação classificatória, seletiva e excludente. Certa fragilidade e equívoco conceitual na explicitação dos instrumentos utilizados com avaliação na EI, bem como sua importância para garantir procedimentos de acompanhamento do trabalho pedagógico e de avaliação do desenvolvimento das crianças, sem objetivo de seleção, promoção ou classificação. Palavras-chave: avaliação, educação infantil, desenvolvimento e aprendizagem infantil, práticas docentes. Evaluation in early childhood education based on the understanding of preschool teachers ABSTRACT. Assessment in Early Childhood Education (ECE) is a structural element of planning and pedagogical practice and is linked to the curriculum and training processes in ECE, but there are challenges, difficulties and misunderstandings in the way of understanding it. The article aims to reflect on the evaluation in EI from the understanding of preschool teachers in the city of Tocantinópolis/O. We opted for a qualitative approach with exploratory and bibliographical research, using the case study as a methodological strategy and the application of a questionnaire as an investigation technique. The results point to proximity and adequacy between the understanding about the evaluation of the investigated professors to the legal provisions and the specialized literature. However, it shows a generic approach with an expression that suggests the existence of practices based on classifying, selective and excluding evaluation. A certain fragility and conceptual misunderstanding in the explanation of the instruments used with evaluation in ECE, as well as their importance to guarantee procedures for monitoring the pedagogical work and evaluating the development of children, with no objective of selection, promotion or classification. Keywords: assessment, early childhood education, child development and learning, teaching practices. Evaluación en educación infantil a partir de la comprensión de docentes de preescolar RESUMEN. La evaluación en Educación Infantil (EPI) es un elemento estructural de la planificación y de la práctica pedagógica y está vinculada al currículo y procesos formativos en ECE, pero existen desafíos, dificultades y malentendidos en la forma de entenderla. El artículo tiene como objetivo reflexionar sobre la evaluación en IE a partir de la comprensión de docentes de preescolar en la ciudad de Tocantinópolis/O. Optamos por un enfoque cualitativo con investigación exploratoria y bibliográfica, utilizando el estudio de caso como estrategia metodológica y la aplicación de un cuestionario como técnica de investigación. Los resultados apuntan a la proximidad y adecuación entre la comprensión sobre la evaluación de los profesores investigados a las disposiciones legales y la literatura especializada. Sin embargo, muestra un enfoque genérico con una expresión que sugiere la existencia de prácticas basadas en la evaluación clasificadora, selectiva y excluyente. Cierta fragilidad y malentendido conceptual en la explicación de los instrumentos utilizados con la evaluación en ECE, así como su importancia para garantizar procedimientos de seguimiento del trabajo pedagógico y evaluación del desarrollo de los niños, sin fines de selección, promoción o clasificación. Palabras clave: evaluación, educación infantil, desarrollo y aprendizaje infantil, prácticas docentes.

Assessment for learning within Australia's Early Years Learning Framework: What is the place of Learning Stories?

Early childhood assessment in Australia is guided by Australia's Early Years Learning Framework and a ‘storied’ approach. This article argues that Australia's policy and practice discourses of assessment in early childhood education lack clarity. The article situates early childhood assessment practice within Australia's curriculum, policy and regulatory context. Literature regarding Learning Stories assessment as a dominant discourse is presented to illustrate the ‘borrowed’ and underdeveloped nature of Australia's storied approach. Data is drawn on to provide insight into two educators’ assessment practices. The analysis suggests that storied assessment is being conflated with the Learning Stories approach within a wider practice of assessment eclecticism, whereby educators are taking a ‘grass-roots’ approach to assessment and doing ‘what works’. The article argues for urgent attention to concepts of assessment in the scheduled update of the Early Years Learning Framework.

The status of the image in ECE assessment practice

While much has been done to advance narrative assessment practice in the early years, less attention has been granted to the role of the image in this pursuit. As a consequence, the purposes, value and strategic use of images (photographs, videos, visual metaphors etc.) in foregrounding learning of young children are not well understood. This paper reports on the results of a short pilot survey, sent to the early childhood education (ECE) sector Aotearoa New Zelaand in early February 2022, asking a series of exploratory questions about the status and utility of the image in ECE assessment. Images were not only viewed by many respondents as central to assessment and the co-production of knowledge about children’s learning, but they were also considered to be significant in terms of the trustworthiness and credibility of assessment information. Images represented young children’s learning in accessible ways and provided for reinterpretation, negotiation of meaning, and ongoing conversations about children’s changing experiences, capabilities, relationships, and community in ECE. As entry points to assessment dialogues with whānau and children, images provided a shared source of evidence about valued learning. We conclude with a provocation arising from understanding images as central to assessment that calls for more critical literacy concerning the placement and status of the image in ECE assessment practice – especially in light of assessment in the bicultural curriculum context of Te Whāriki (MoE, 2017).

Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems

State governments are largely responsible for most early childhood education (ECE) policies (e.g., state pre-K, Child Care and Development Fund [CCDF]). However, multiple ECE funding streams and governing agencies within a state can lead to misaligned policies and incoherent systems. Thus, there exists great variability within and across states in ECE policy implementation. In our study we descriptively analyzed nationally, publicly available data to assess alignment within state policy systems on three policy levers often used in K-12 education research: state ECE standards, curricula, and assessment, the latter of which we operationalized as states’ quality rating and improvement systems. Additionally, we examined the extent to which the governance of our focal policy levers is dispersed across, or housed within, different state-level institutions or agencies (i.e., alignment via governance). Our descriptive analyses reveal little and limited alignment between a state's policy levers of standards, curriculum, and assessment, and between state preschool policies—state pre-K and CCDF—with respect to curricular guidance. We also find wide variation in the number of ECE governing agencies within a state. The findings indicate potential for confusion around policies for early learning providers and demonstrate largely misaligned or poorly specified policies that are dispersed at the state level. We hope that researchers will continue to refine this initial model of alignment in the context of a rapidly changing ECE policy field.

Assessing Early Literacy Growth in Preschoolers Using Individual Growth and Development Indicators

Evidence of longitudinal relations between language and early literacy skills in early childhood and later reading (and other) achievement is growing, along with an expanding array of early education programs designed to improve later academic outcomes and prevent, reduce, or close later academic achievement gaps across groups. Assessment systems to support this intervention have been developed, but to date we have little evidence of these systems’ outcomes when used at a broad scale in community-based preschool programs. For this broad purpose, two research questions were addressed: (a) How much progress do children make on language and early literacy skills over the course of one school year? and (b) What is the relationship between child characteristics, baseline performance, and growth on language and early literacy skills? Results indicated growth over time for all measures and relations between child age, gender, and free-or-reduced-price status and students’ performance at the beginning of the school year, but (with one exception) no relation between these covariates and growth over time. Discussion centers on current status of language and early literacy assessment in early childhood education as well as needs and issues to be addressed in future research and program development.

Avaliação de Contexto na Educação Infantil: diferenciação e conflito na formação docente

Resumo Neste artigo, a avaliação de contexto na Educação Infantil é problematizada considerando a formação docente. Os aspectos da diferenciação e do conflito são tomados na perspectiva ética, estética e política. Considera-se que há necessidade de se investir na especificidade da avaliação voltada para a Educação Infantil e na identidade institucional nas práticas avaliativas. Destarte, o presente estudo problematiza práticas e concepções de avaliação, com o objetivo de discutir por que e como ainda hoje a avaliação de contexto é um desafio, tomando como indicadores de referência dimensões relacionais, pedagógicas, políticas, estruturais. Ancorado nos aportes conceituais de Bakhtin e Vigotski1, o estudo traz à tona notadamente a categoria ética para discutir tais questões.

The moral dimensions of assessment in early childhood education

This article conceptualizes assessment in early childhood education as a moral practice using Amartya Sen’s capability approach and Thomas A Schwandt’s practical hermeneutic approach to assessment and evaluation. After describing the moral connection Sen makes between development and assessment, Schwandt’s conceptualization of evaluation is presented as reframing it from a technical practice to one based on practical moral knowledge, having moral significance for teachers and children. Assessment as a moral practice must be done from two perspectives: from the learner’s perspective to assess children’s agency in guiding their own learning, and from the environment’s perspective to assess the opportunities for learning afforded children by the environment. Balancing assessment from these two perspectives is a moral challenge for teachers. The final section examines the recent work by Margaret Carr and Jennifer Keys Adair, who offer new approaches to assessment in early childhood that incorporate methods consistent with the capability approach and Schwandt. The goal of the article is to outline a moral practice of assessment in early childhood education.

Children’s Engagement with Their Learning Using E-portfolios

Narrative approaches to documentation and assessment in early childhood education (ECE) encourage children to be active contributors to their own learning journey. The growing emphasis on technology in society is changing assessment practices, with the introduction of e-portfolios into ECE, extending traditional documentation methods. Despite their growing popularity in New Zealand ECE settings, little research into their impact on children and their learning has been undertaken to date. This study examined children's engagement with their learning using e-portfolios through a national online survey and case studies of two ECE centres. This article presents findings from the study, including children's engagement with hard-copy and e-portfolios, connections between home and the centre, and teacher practice to inform how teachers may utilise e-portfolios to support children’s learning.

Assessment of young children on entry to school: Informative, Formative or Performative?

This article examines the recent move towards baseline assessment in early childhood education in England. From 2016, the government will introduce the use of assessment on children’s entry to school (age 4-5). In this light it is significant to establish how the move towards a baseline assessment that sits within the current early years and school entry context within England. The government intend this baseline assessment to be a part of monitoring accountability and school effectiveness. Existing baseline assessment is predominantly task-oriented and adult-led and there are well-documented issues regarding the validity and reliability of this kind of data for accountability purposes. Therefore evidence building on previous assessment research will be investigated leading into a discussion on how an observation-led baseline assessment which prioritises children’s well-being and characteristics of effective learning might contribute to positive early experiences of school. On this basis the article will conclude with outlining ongoing research on a piloted observation-led baseline assessment in 12 schools in South East England

AVALIAÇÃO ESCOLAR, EDUCAÇÃO INFANTIL E LINGUAGEM: ANÁLISE DAS AVALIÇOES PRODUZIDAS NAS ESCOLAS

O presente texto trata sobre a avaliação escolar na Educação Infantil e tem como objetivo discutir como as crianças são avaliadas, quanto aos meios e critérios adotados, no que se refere à linguagem. A pesquisa foi realizada em duas escolas de Educação Infantil, uma pública da rede municipal de São Paulo e uma privada do mesmo município. Nas duas escolas foram analisados os instrumentos que envolvem o processo de avaliação, tais como, atividades diagnósticas dos alunos e relatórios/fichas de avaliação do aproveitamento escolar. A perspectiva teórica tem como referência os estudos dos pensadores da teoria crítica da sociedade, sobretudo os que tratam da formação, experiência e linguagem. Em linhas gerais, a conclusão da presente pesquisa é a de que, tendencialmente, a relação entre avaliação e Educação Infantil expressa uma perspectiva padronizada e pré-determinada do desenvolvimento das crianças, em detrimento da possibilidade de experiências que visem à reflexão e à formação.http://dx.doi.org/10.14572/nuances.v25i3.3040

EDUCAÇÃO INFANTIL E AVALIAÇÃO: UMA AÇÃO MEDIADORA

Tem-se como objetivo analisar algumas propostas práticas de avaliação na Educação Infantil, visando à valorização desta como uma ação mediadora e de maior reflexão, capaz de incentivar de forma sistemática e consciente, o acompanhamento e desenvolvimento da criança. Nesse contexto, demonstram-se os dispositivos legais que subsidiam a avaliação para Educação Infantil, suas concepções e sua importância em âmbito da aprendizagem e desenvolvimento da criança, bem como também, da prática do professor. Faz-se referência à Teoria Histórico-Cultural para explicar o processo de aprendizagem e como acompanhá-lo de forma qualitativa. Dessa forma, posteriormente à revisão bibliográfica faz-se uma apresentação e análise de alguns trabalhos avaliativos, conclui-se que a avaliação na Educação Infantil, é um processo que se materializa em várias ações que contemplam todo o percurso de aprendizagem e desenvolvimento da criança, do professor e da instituição.http://dx.doi.org/10.14572/nuances.v25i3.3038

Early Childhood Assessment: Implications for the Development of Responsive Readiness Skills, Child Care and Early Intervention in Nigeria

The assessment process is a significant event for families and their children; the outcome of this process could mean specialized interventions that could significantly change a child’s developmental course. Assessment, of course, is important for eligibility determination but also equally important for programme planning, monitoring progress and programme evaluation. Since this process is so vital to families and professionals, it is equally imperative that materials and procedures for early childhood assessment are relevant and meaningful. in this paper, the writers attempted to discuss the policy and practice of early childhood education in Nigeria; principles behind taking assessment as pertained to policies and guidelines; the areas to be assessed in children were enumerated; purposes of assessment in early childhood education were discussed; the structure of the early childhood classroom in order to effectively facilitate social interaction were suggested and stakeholders and best practices in children assessment and intervention for professionals were recommended.

Culturally located assessment in early childhood education

According to Broadfoot (1996), assessment is one of the most powerful vehicles for educational change. It is a key influence on the shape and quality of education and learning for students. Kaupapa Māori assessment has the potential to make a difference for Māori children. This paper illustrates and provides insight into assessment by and for Māori in early childhood. It analyses the nature of Kaupapa Māori assessment understandings and practices that move beyond current, culturally situated and culturally responsive perspectives of learning to learning and learners being seen as deeply located, embedded within Māori ways of knowing and being.

Assessment in early childhood education: threats and challenges to effective assessment of immigrant children

Research indicates that early childhood professionals gather assessment information to monitor child development and learning, to guide curriculum planning and decision making, to identify children who may have special needs, to report and communicate with others, and to evaluate programmes. A review of literature indicates that immigrant children have low achievement assessment scores as compared with mainstream American children, also immigrant children enter kindergarten already behind their mainstream American peers. The current study explored early childhood teachers' perceptions of assessment measures used with immigrant children and the challenges faced when assessing immigrant children. Findings of the study reveal that there are several factors that make early childhood teachers fail to gather effective assessment information from immigrant children. Unless the factors are addressed, planning for effective curriculum for immigrant children using assessment data will continue to be a challenge for early childhood teachers. Factors that continue to affect gathering effective assessment data from immigrant children include language barriers, cultural clashes, socio‐economic factors, and culturally and linguistically biased assessment measures.

Being Māori: culturally relevant assessment in early childhood education

Concern has been raised about the under-achievement of Māori children in education. The problem has tended to be located with Māori children rather than with assessments. Clearly if one takes a sociocultural perspective achievement is situated. Although studies in early childhood education have examined and developed assessment tools and frameworks there has been little attention given to early childhood assessment methods that are congruent with Māori worldviews, ideas of valued learning and aspirations for children. This paper illustrates and provides insight into assessment by and for Māori. The paper analyses the nature of assessment understandings and practices that reflect traditional Māori values. It highlights culturally relevant assessment that makes sense to Māori, that reflects ‘being Māori’ and that supports Māori ideals and aspirations for children.

Child Assessment in Early Childhood Education and Care Settings in South Korea

This study investigated child-assessment practices in the context of Korean early childhood education and care settings. Interviews with educators and documents obtained from educational and care settings were analyzed. In general, the results support the rigorous implementation of child-assessment procedures since the recent implementation of kindergarten evaluation and childcare accreditation by the government. However, some settings have not implemented these procedures systematically, resulting in wide variation in the types of assessment conducted and the forms used across environments, as well as superficial goals and limited information regarding children. To enable efficient child assessment and the transfer and sharing of information about each child among providers and schools, a common framework should be provided, with common tools and recording forms, together with guidelines for child assessment and training services for educators and staff.