2. “Studying children, which is the heart of
assessment, helps teachers discern why
children do what they do, what makes
them smile and laugh, and what tasks
are difficult for them.”
- Spotlight on Young Children and Assessment p.18
3.
4. Observation
Continuous
assessment through
observation and
documentation of
each child’s
development is an
essential part of the
professional practice
in early childhood
settings. (p.80)
Observation is the
most important aspect
of assessment in the
Kindergarten
classroom and should
be an integral part of
all other assessment
strategies. (p.8)
Educators use
monitoring strategies
of observing, listening,
and asking probing
questions in order to
monitor children’s
achievement. (p.23)
5. Observation
Assessment is viewed
as the gathering of
evidence through
observing what the
child can do, say and
apply. (p.80)
Assessment strategies
should encourage
children to show what
they know and can
do, rather
than focus on what
they do not know or
cannot do. (p.9)
Monitoring strategies
should encourage
children to show what
they know and can
do, rather than focus
on what they do not
know or cannot do.
(p.23)
6. Observation
Play is how children make
sense of the world and is
an effective method of
learning for young
children. Ideas and skills
become meaningful; tools
for learning are practiced;
and, concepts are
understood. Play engages
children’s attention when it
offers a challenge that is
within the child’s capacity
to master. (p.15)
Play is a vehicle for
learning. It provides
opportunities
for learning in a context in
which children are at their
most receptive. (p.14)
Generic worksheets,
however, should be used
with caution; they are
rarely effective because
their focus is narrow and
they provide only limited
assessment information on
the children’s level of
understanding. (p.16 & 19)
Play is a vehicle for learning
and lies at the core of
innovation and creativity. It
provides opportunities for
learning in a context in
which children are at their
most receptive. Play and
academic work are not
distinct categories for young
children, and learning and
doing are also inextricably
linked for them. (p.8)
7. Observation
Families and other
caregivers can contribute
to assessments that are
based on observation and
documentation. They can
bring forward what is
meaningful to the child
and expand practitioners’
understanding about
where the child is at and
what the child can do.
(p.81)
It is especially important in
the early years for parents
to be involved in
discussions regarding
their child’s progress. The
teacher should gather as
much information as
possible from the
parents and consult with
them when assessing the
child’s adjustment to
school and progress
towards achievement of
the learning expectations.
(p.10)
Monitoring children’s
learning and
developmental progress
through observation and
documentation makes the
process of learning visible
to children and to their
parents. Parents can take
part in ongoing monitoring
by contributing their own
observations and
documentation of their
children’s learning at
home. (p.24)
8. Observation
Documentation of young
children’s learning must
incorporate information
from a variety of means,
including observation in
comfortable and natural
settings, learning stories,
samples of children’s work
and parental input, in
addition to well-
researched tools. (p.83)
They should be given
ample time to
demonstrate their
achievements through
varied learning
opportunities that are
appropriate for their stage
of development and that
are within the range of
things they can do with
and without guidance
(in their zone of proximal
development). (p.9)
To allow for the range of influences
that may affect a child’s
performance at any one time,
teachers base their evaluation on
the cumulative observations and
documentations the educator team
has gathered. (p.24)
They should be given ample time to
demonstrate their achievements
through varied learning
opportunities that are appropriate
for their stage of development and
that are within the range of things
they can do in their zone of
proximal development with and
without guidance. (p.24)
9. “Standardized assessment should not be
the cornerstone of evaluation.
Assessment is based on observations of
the child in a variety of situations and is
not always tied to a teacher-directed
task.”
- The Kindergarten Years : Assessment Practices Handbook p. 2
10. What are we assessing?
Missed or limited opportunities?
13. The power of play : an
abundance of learning and
assessment opportunities
14. “Generic worksheets, however, should
be used with caution; they are rarely
effective because their focus is narrow
and they provide only limited
assessment information on the
children’s level of understanding.”
- The Kindergarten Program 2006 p. 16 & 19
16. Making
Learning Visible
to Families,
Administrators &
Colleagues
Summary of
Progress Student-Led
Conferences
Parent
Observation Visits
Bulletin Boards
Newsletters
Learning
Centre
Signs
Electronic
Portfolio
Student
Portfolios
Welcome to
Kindergarten
Evening
17. Some things to think
about......
Are we assessing what we think we are
assessing?
Are we assessing what we should be
assessing?
18. Time for questions and
discussion.....
Assessing your assessment strategies?
19. References
The Kindergarten Program 2006, Ministry of Education, Ontario
Early Learning For Every Child Today: A framework for Ontario early childhood
settings, 2007, Best Start Expert Panel on Early Learning
Spotlight On Young Children and Assessment (2004) D. Koralek. The National
Association for Education of Young Children.
Every Child Every Opportunity: Curriculum and Pedagogy for the Early Learning
Program, 2009, A compendium report to “With Our Best Future in Mind:
Implementing Early Learning in Ontario
Kindergarten Instructional Practices Handbook (Peel District School Board,
Program Services)
