scholarly journals Changes in Early Childhood Teachers’ Assessment Practices: Positioning Pedagogical Documentation

2021 ◽  
Author(s):  
Elif Buldu ◽  
Refika Olgan
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Assessment Practices ◽  
Pedagogical Documentation

An Examination of Turkish Early Childhood Teachers’ Challenges in Implementing Pedagogical Documentation

2020 ◽  
Author(s):  
Arif Yılmaz ◽  
Figen Şahin ◽  
Mehmet Buldu ◽  
Ayça Ülker Erdem ◽  
Fulya Ezmeci ◽  
...  
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Pedagogical Documentation

scholarly journals Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research

2019 ◽  
Vol 9 (2) ◽  
pp. 221-240
Author(s):  
Selda Aras
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Formative Assessment ◽  
Early Childhood Teachers ◽  
Collaborative Action Research ◽  
Assessment Practices ◽  
Systematic Observation ◽  
Collaborative Action ◽  
Children's Development ◽  
Children’S Development

The aim of this study is to investigate the change process of early childhood teachers’ formative assessment practices via collaborative action research. Formative assessment contributes to children’s development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers’ change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children’s development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers’ practices is highlighted in this study.

scholarly journals Knowledge and Practice of Assessment: Empirical Evidence from Early Childhood Teachers in the Kumasi Metropolis, Ghana

2021 ◽  
Vol 1 (1) ◽  
pp. 10-18
Author(s):  
Samuel Oppong Frimpong ◽  
Dorigen Osei
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Structured Interview ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Sequential Explanatory Mixed Method ◽  
Knowledge And Practice ◽  
Level Of Understanding ◽  
Sampling Procedures

Sound assessment fosters learning, improves teaching, and provides information about what has been done or achieved by learners. Children cannot develop without them being assessed. However, information available to the researchers suggests that researches is done or are not done specifically at the early childhood level. This sequential explanatory mixed method was used to examine knowledge and assessment practices in some selected ECE centres in the Kumasi Metropolis. Two hundred and forty-two trained early childhood teachers were selected using table of random numbers and purposive sampling procedures. Self-developed questionnaire and a structured interview were used for data collection. The findings show that most of the participants had some level of understanding on assessment practices. It was found that, the majority of the teachers used assessment tools such as class exercise, portfolio building, in assessing their children. It was further found that most of the teachers had some level of experiences as they use the assessment tools, although they couldn’t use multiple tools in their assessment. To maintain and improve the teachers’ level of understanding on assessment practice, it is recommended that refresher courses on modern trends of assessment should be frequently organised to keep and maintain the knowledge base and skills of the teachers in assessment practices. It is also recommended that teachers should be sensitized on regular basis on the importance of their assessment practices to effectively practicalize the assessment done on pupils.

How Do Early Childhood Teachers Know How They're Doing?

2008 ◽  
Author(s):  
Amy M. Casey ◽  
Robin A. McWilliam
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
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