10. Assessment for learning What the Framework says 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 (Framework, p.17).
Think about Children will demonstrate their learning in many and varied ways. Therefore the ways of gathering, documenting and analysing evidence to assess learning in your setting will also need to be varied. Documentation and assessment should not focus exclusively on the end points of children’s learning and educators’ teaching. Give equal consideration to the ‘distance travelled’ and recognise and celebrate not only the giant leaps that people take in their learning but the small steps as well. Educators use children’s responses and body language to inform minute-by-minute decisions about where an interaction or learning experience might lead. In this way, assessment is occurring alongside learning. Documentation records and creates evidence of learning. Documentation is turning the experiences that you observe, hear, see and feel into written or pictorial records that can be shared, revisited and extended over time. Rich documentation incorporates multiple perspectives and makes learning visible to the learning community. Multiple perspectives include voices of educators, children, peers, families and other professionals. Naturally we wouldn’t seek to document every aspect of children’s learning.
Assessment refers to an ongoing process of using observations or evidence to make judgements about children’s learning and educators’ pedagogy. Assessment includes interpreting children’s learning against learning outcomes in order to plan for further learning and to report to parents and others about children’s learning. Documenting and assessing learning enables educators in partnership with families, children and other professionals to: • adopt a range of approaches for observing, gathering and documenting children’s learning • use evidence to inform future planning, reflect on the effectiveness of teaching, make judgements about a child’s developing capabilities and respond in appropriate ways • use the Learning Outcomes of the Framework as key reference points against which children’s progress can be assessed and communicated • engage children as active participants in recording and reflecting on their learning and the processes of learning • share information and strengthen partnerships to support children’s learning in and beyond the early childhood program • consider and evaluate curriculum, practices and relationships.
EDUCATORS Belonging, Being & Becoming
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