are receptive to and include views of their own learning children’s include information from a wide range of sources to help them assess and plan effectively reveal each specific strengths and capabilities and any gaps in achievement that child’s may benefit from additional early intervention include the perspectives, knowledge, experiences and expectations of families provide families with information and ideas to support the learning at home and in child’s other services value the culturally specific knowledge about children and their identity, wellbeing, learning and development that is embedded in their communities are transparent, giving all adults close to the child access to best in promoting ‘next steps’ a learning and development. (VEYLDF, P. 13) child’s Assessment serves many purposes and takes many forms. This practice guide examines assessment for learning and development. Assessment for learning and development can be defined as: of gathering and analysing information about what children know, can do and …the process understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning (Early Years Learning Framework for Australia (EYLF), DEEWR 2009, P. 17). Early childhood professionals approach assessment in different ways because of their different roles and the service types they work in. Some examples of different assessment strategies or tools and their purposes are listed below. PROFESSIONAL PURPOSE EXAMPLE OF ASSESSMENT STRATEGY OR TOOL Maternal and To provide a comprehensive and Key Ages and Stages focused approach for the promotion, Framework child health nurse prevention and early detection of the of Parents’ Evaluation physical, emotional or social factors Developmental Status affecting young children and their (PEDS) families, and intervention and support where appropriate. To identify a strengths, abilities Anecdotal records Educator in child’s education and and interests to inform planning and practice, and to support conversations care setting about learning and children’s development with families and other professionals To inform (for example) literacy English Online Interview Teacher in the early years of planning and support conversations about literacy development school children’s and learning with families
are receptive to and include children’s views of their own learning include information from a wide range of sources to help them assess and plan effectively reveal each child’s specific strengths and capabilities and any gaps in achievement that may benefit from additional early intervention include the perspectives, knowledge, experiences and expectations of families provide families with information and ideas to support the child’s learning at home and in other services value the culturally specific knowledge about children and their identity, wellbeing, learning and development that is embedded in their communities are transparent, giving all adults close to the child access to best ‘next steps’ in promoting a child’s learning and development. (VEYLDF, P. 13) Assessment serves many purposes and takes many forms. This practice guide examines assessment for learning and development. Assessment for learning and development can be defined as: …the process of gathering and analysing information about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning (Early Years Learning Framework for Australia (EYLF), DEEWR 2009, P. 17). Early childhood professionals approach assessment in different ways because of their different roles and the service types they work in. Some examples of different assessment strategies or tools and their purposes are listed below. PROFESSIONAL PURPOSE EXAMPLE OF ASSESSMENT STRATEGY OR TOOL Maternal and child health nurse To provide a comprehensive and focused approach for the promotion, prevention and early detection of the physical, emotional or social factors affecting young children and their families, and intervention and support where appropriate. Key Ages and Stages Framework Parents’ Evaluation of Developmental Status (PEDS) Educator in education and care setting To identify a child’s strengths, abilities and interests to inform planning and practice, and to support conversations about children’s learning and development with families and other professionals Anecdotal records Teacher in the early years of school To inform (for example) literacy planning and support conversations about children’s literacy development and learning with families English Online Interview
pracguideassessmenttforlearning2017.docx