Assessment and Data Systems in Early Childhood Settings: Theory and Practice

Description

This book describes the use of data systems in early childhood settings (birth to eight years) for the purposes of assessment, evaluation and curriculum planning. It presents an international collection of research examining ways in which teachers and researchers have revisited notions of what constitutes effective assessment, revised ways in which they assess children’s learning and development and use the knowledge gained for curriculum planning. It offers insights into contemporary research on how teachers and children are engaging with data systems as part of effective assessment and how these approaches influence practice. This book presents recent theorizing and examples of research which have investigated innovative approaches to assessment using data systems in early years settings. It represents both early childhood and junior primary contexts and includes research which focusses on teachers’ perspectives and reflections on use of data systems. It also examines research which reflects on what children gain from being involved in these data systems. Acknowledgements Contents Editors and Contributors List of Figures List of Tables Part I Introduction 1 Using Data Systems to Inform Early Childhood Practice 1.1 Introduction to This Volume 1.2 Why Do We Need to Think About Data Systems in Early Childhood? 1.3 The Importance of Differentiated Approaches to Assessment 1.4 A Cultural-Historical Framework for Assessment 1.5 Issues in Early years Assessment 1.6 Overview of the Volume 1.7 Data Systems in Early Childhood Practice 1.8 Different Approaches to Documentation 1.9 Children and Data Systems 1.10 Enhancing Teacher Practice Through Use of Data Systems References Part II Data Systems in Early Childhood Practice 2 Revisiting the Roles of Teachers as Assessors of Children’s Progress: Exploration of Assessment Practices, Trends, and Influences Over Time 2.1 Introduction 2.2 The Purposes and Characteristics of Assessment in Early Childhood Education Settings 2.2.1 Formative, Summative, Ipsative, and Diagnostic Assessment 2.3 The Pendulum Swing Between Objective and Subjective Assessment Measures of Early Childhood Learning and Development 2.4 The History of Assessment in Early Childhood Education in New Zealand 2.4.1 1960s and 1970s: The Early Waves of Advocacy 2.4.2 1980s: Advocacy and Reform 2.4.3 1990s: A Period of Development—Curriculum, Assessment, and Evaluation 2.4.4 2000s Settling into a New Approach to Curriculum and Assessment 2.4.5 2010s A Decline in Investment 2.4.6 A New Era: Curriculum Refresh and Reinvestment in Early Learning 2.5 Moving Forward: Settling into Equilibrium 2.6 Conclusion References 3 The Collection and Use of Assessment Information in Early Childhood Settings 3.1 Introduction 3.2 The Context of This Study 3.3 My Own Study 3.4 How Teachers Gather Assessment Information 3.5 Family and Child Contributions to Assessment 3.6 Using Assessment Information to Plan for Children’s Learning 3.7 Timeframes to Complete Assessment Documentation 3.8 Implications for Practice 3.9 Conclusion References Part III Different Approaches to Documentation 4 Collective Imaginary Situation as a Site of Diagnostic Assessment: A Cultural-Historical Analysis of Children’s Emerging Science Motive Orientations in a Conceptual PlayWorld 4.1 Introduction 4.2 Assessing Children in Early Years—A Cultural-Historical Approach 4.3 Zone of Proximal Development 4.4 Social Situation of Development 4.5 Dialectical Relationship Between Every Day and Scientific Concepts 4.6 Conceptual PlayWorld: Educational Experiment as a Methodology for Assessment 4.7 Conceptual PlayWorld@homeLIVE: A Digital Educational Experiment 4.7.1 Phase 1: Understanding Children’s Social Situation of Development 4.7.2 Phase 2: Sharing Ways of Participating and Inhabiting a Conceptual PlayWorld 4.7.3 Phase 3: Bi-weekly Conceptual PlayWorld Sessions 4.7.4 Phase 4: Sharing Resources with the Families for Creating a Conceptual PlayWorld in the Home Setting 4.7.5 Phase 5: Creating Opportunities for family’s Participation 4.7.6 Phase 6: Making Conceptual Development Visible 4.7.7 Phase 7: Parent’s Forum to Share Their Experience 4.8 Conceptual PlayWorld@homeLIVE: Who, What and How 4.9 What Did We Learn? 4.9.1 Understanding Lexi’s Social Situation of Development 4.9.2 Understanding Lexi’s Maturing Psychological Functions and Interest 4.9.3 Lexi’s Participation in Collective Imaginary Situation of the Conceptual PlayWorld 4.9.4 Weaving Pedagogy and Assessment: Synthesis from a Cultural-Historical Perspective 4.10 Conclusion References 5 E-portfolios to Capture and Share Moments of Learning 5.1 Introduction 5.2 Our Project 5.3 Illustrative Examples of Practice 5.3.1 Documenting, Sharing, and Emphasising Key Moments of Practice 5.3.2 Noticing, Showcasing, and Sharing Individual Learning Achievements 5.3.3 Identifying Extensions of Intentional Practices into Play Scenarios 5.4 Discussion 5.5 Conclusion References 6 Tools and Time for Noticing in Early Childhood Pedagogy Outdoors 6.1 Introduction 6.2 Noticing: Intentionally Shifting Perceptions of What We See and How We Act 6.3 Assessment Processes in Early Childhood Education 6.4 Teachers or Safety Supervisors in Outdoor Playspaces? 6.5 Stories from Research: Noticing and Focusing Tools for Sociodramatic Play 6.6 Stories from Research: Using Attentional Tools in Physically Active Outdoor Play Pedagogy 6.7 Seeing Beyond the Familiar Through Seeing Differently 6.8 Implications for Assessment Practice: Slowing Down to ‘Sit Beside’ and Take Time to Notice Appendix 6.1 Appendix 6.2 References 7 Documentation as a Tool for Changing Practices in Early Childhood Education 7.1 Introduction 7.2 Theoretical Background 7.2.1 Changing Views on Children, Learning and Assessment 7.3 Assessment in the Light of Contemporary Views 7.4 Documentation in Early Childhood Education 7.5 Challenges and Benefits of Documentation 7.6 Research Questions 7.7 Methodology 7.8 Participants 7.9 Method 7.9.1 Choosing the Subject 7.9.2 Planning the Process 7.9.3 Implementing Practices and Generating Data 7.9.4 Reflecting on the Process 7.9.5 Introducing New Practices 7.10 Data Analysis 7.11 Findings and Discussion 7.12 Contrasting Views on children’s Learning and Assessment 7.13 Children’s Views Becoming More Visible 7.14 The Professional Development of Educators 7.15 Extending Collaboration with Families 7.16 Involving Children in Documentation 7.17 Reflection and Narrative Modes of Assessment 7.18 The Role of Technology in Documentation 7.19 Benefits and Challenges of Participating in Collaborative Action Research 7.20 Conclusion References Part IV Children and Data Systems 8 Using Data Collection to Better Understand Students in Early Primary Physical Education 8.1 Introduction 8.2 Primary Physical Education 8.3 Participant Observation 8.3.1 Llewyn 8.3.2 Adele 8.3.3 Lessons Learned 8.4 Video Recording 8.4.1 Adele 8.4.2 Llewyn 8.4.3 Lessons Learned 8.5 Map Drawing 8.5.1 Llewyn 8.5.2 Adele 8.5.3 Lessons Learned 8.6 Photo Elicitation 8.6.1 Llewyn 8.6.2 Adele 8.6.3 Lessons Learned 8.7 Meeting the Needs of Students References 9 Assessing Young Children’s Emotional Well-Being: Enacting a Strength-Based Approach in Early Childhood Education 9.1 Introduction 9.2 Autobiographical Case Study 9.3 Emotional Well-Being in Early Childhood 9.3.1 The Experience of Vulnerability 9.3.2 Secure Attachments 9.3.3 Internal Working Models 9.3.4 Relationship-Focused Practice 9.3.5 Emotional Availability 9.4 Assessing Emotional Well-Being in Early Childhood 9.5 An Illustration from Research 9.5.1 Development of the Observational Descriptors and Assessment Scales 9.5.2 Research Findings 9.6 Embracing Vulnerability–A Strength-Based Approach References 10 Children’s Self-assessment Plans to Inform Teaching and Provide Summative Data 10.1 Introduction 10.2 Learning Artefacts for Summative Assessment Purposes 10.3 The Role of Self-assessment in Fostering children’s Ability as Co-owners of the Learning Process 10.4 Purpose of the Study and School Context 10.5 Method 10.5.1 Overview of Study Design and Procedure: Planning Template 10.6 Findings and Discussion 10.6.1 Fostering Children’s Ability as Co-owners of Their Learning Process 10.6.2 Artefacts of Self-assessment as Summative Assessment Data: Implications for Teacher Practice 10.7 Limitations and Conclusion References 11 Child-Voiced Assessment for Understanding Children’s Learning and Transforming Pedagogic Practices 11.1 Introduction 11.2 Importance of Engaging with children’s Voices to Assess Learning and Engagement 11.3 Dialogic Encounters with Young Children 11.4 Understanding Children’s Learning and Engagement Through Dialogic Encounters 11.4.1 The Children’s Voices Project 11.4.2 The Preschool Literacy in Fiji Project 11.5 Using Child-Voiced Assessment to Transform Pedagogic Practices 11.5.1 The Aboriginal Reading Project 11.5.2 Transforming Practices in the Children’s Voices Project 11.6 Key Messages for Educators References 12 Listening to Children’s Personal Reflections for Understanding Their Learning Journey 12.1 Introduction 12.2 Assessment in Early Childhood Education and Care 12.2.1 Authentic Assessment 12.3 The Australian Education Policy Agenda—Successful Learners 12.4 The Context for the Case Study 12.4.1 The School 12.4.2 The Teachers, Children and Parents and Researcher 12.4.3 Taking Part in the Study 12.4.4 Interviews as Conversations—Enabling Children’s Voice 12.4.5 Visual Methodologies-Photos to Elicit Children’s Voices 12.5 Ethical Considerations 12.6 What Did the Children Say? 12.7 What Did We Learn? 12.8 Conclusion References Part V Enhancing Teacher Practice 13 Data, Knowledge, Action: The Uses of Data Systems as Auxiliary Tools to Aid Teachers’ Thinking About Children’s Curriculum Experiences and Teacher Practices 13.1 Introduction 13.2 The New Zealand Early Childhood Education Context 13.3 Data-Informed Teaching 13.3.1 The Data, Knowledge, Action Programme of Research 13.4 The Impact of Tool Use on Teachers’ Thinking and Practice 13.4.1 Increased Confidence in Using Data Tools and Working with Data 13.4.2 Strengthening Understanding of Children’s Curriculum Experiences 13.4.3 Teachers’ Reflections on and Enhanced Pedagogical Practices 13.5 Discussion and Implications References 14 Developing Teacher-Researchers Capacity to Support the Use of New Data Systems 14.1 Introduction 14.2 Teacher Engagement in Research 14.2.1 Partnerships Between Teachers and Researchers 14.3 The TLIF Project: Multiple Layers of Teachers’ Engagement with Research 14.4 The Journey of the Teacher-Researchers 14.4.1 Initial Feelings 14.4.2 Training and Support 14.4.3 Shifting Perspectives 14.4.4 Fostering Pedagogical Leadership 14.4.5 Navigating Roles and Relationships 14.4.6 Challenges Along the Journey 14.4.7 Sustained Changes in Practice 14.5 Conclusion References 15 Looking Towards the Future Use of Assessment and Data Systems in Early Years Settings 15.1 Introduction 15.2 Effective Assessment Practice 15.3 Assessment and Data Systems 15.4 Fit for Purpose and Appropriate Use of Assessment 15.5 Empowering Children Through Assessment 15.6 The Purpose of Assessment in Early Learning Settings 15.7 Domain Lenses 15.8 Conditions that Support Assessment 15.9 Summary and Conclusion References