Angela Pyle|Christopher DeLuca
Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices
University of Toronto|Queen's University
kindergarten education changing current reforms increased accountability structures requiring teachers integrate assessments throughout instruction support academic learning retaining developmentally appropriate pedagogies playbased learning despite reforms comparatively little research conducted teachers assessment practices within playbased instructional contexts purpose study explore teachers approaches assessment playbased kindergarten education specifically examine assessment practices differed based teachers conceptions purpose play student learning data obtained 77 ontario kindergarten teachers via electronic survey b indepth interviews c classroom observations overall data study suggest misalignment teachers perspectives purpose play teachers assess periods play