Assessment practices in the early years
Assessment for learning and development resource Published by the Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street Melbourne VIC 3000
ISBN: 978-1-922082-54-1
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Assessment practices in the early years: Assessment for learning and development resource 2 About this resource This resource focuses on assessment for learning and development to support early childhood professionals in the implementation of the Victorian Early Years Learning and Development Framework For all Children from Birth to Eight Years (VEYLDF). The resource is designed for early childhood professionals with responsibilities in practice, policy and management. Services and settings include maternal and child health, supported playgroup, early childhood intervention, family day care, long day care, kindergarten Slide 1 programs, child and family support services, early years primary, outside school hours care and cultural organisations. The objectives of this resource are: to describe the VEYLDF context to support ongoing collaborative, effective and reflective practice to highlight six assessment for learning and development themes to inform practice and improve outcomes for children and families to contribute to assessment for learning and development knowledge and practice in the early years. The resource comprises: a PowerPoint presentation developed from the Report on Assessment for Learning and Development Project 2012: Transforming practice in the early years (2013; the ‘ALD Project Report’) background notes for each slide in the PowerPoint presentation with suggested activities, discussion ideas and reflection questions. This resource is provided as a practice guide to support: ongoing engagement with the VEYLDF, associated frameworks and assessment resources professional conversations about children’s learning and development with children, with families and with other early childhood professionals using practitioner examples of evidence of assessment for children’s learning and development, documentation templates and quotes about reflections on practice using an inquiry approach, reflective practice, evaluation and review of practices, beliefs and ideas about assessment for learning and development with colleagues, pre-service students and early childhood professionals. Using this resource A staged approach is recommended to support professional conversations across a series of sessions, such as team meetings, induction programs, continuous improvement planning, individual development plans, and joint professional learning programs in local and regional networks. Discussion points, reflective activities and practitioner quotes are provided for each slide to advance practice, enrich thinking and strengthen approaches to assessment for children’s learning and development. On page 17 there is a list of additional sample reflection questions and discussion ideas.
Assessment practices in the early years: Assessment for learning and development resource 3 Implementing the VEYLDF in early years settings across Victoria Background notes The VEYLDF was released in late 2009 for implementation in 2010. Implementation of the VEYLDF is a partnership between the VCAA and the Department of Education and Early Childhood Development (DEECD). The VEYLDF supports using a common language and is designed to advance all children’s learning and Slide 2 development from birth to eight years of age. The VEYLDF: identifies five Early Years Learning and Development Outcomes for all children identifies eight Practice Principles for Learning and Development, categorised as Collaborative, Effective and Reflective. The Practice Principles describe the most effective ways for early childhood professionals to work together, with children and with families to facilitate learning and development emphasises the importance of supporting the transition of children and families as they move within and across services throughout the early childhood period. Assessment practices in a multidisciplinary context The Assessment for Learning and Development (ALD) Project was a key VCAA Early Years initiative in 2012 to support ongoing implementation of the VEYLDF. Forty-three early childhood professionals participated in the ALD Project, which was a multidisciplinary practitioner research project. Participants were representative of the range of early years services including maternal and child health, family day care, long day care, kindergarten, early childhood intervention, integrated children's services, early years of primary school and outside school hours care. This multidisciplinary practitioner research is important in promoting a culture of ongoing professional inquiry, with a focus on assessment practices, across the early years. The term ‘early childhood professional’ includes any person who works with children aged between birth and eight years. It includes, but is not limited to, maternal and child health nurses, early childhood practitioners who work directly with children in early childhood settings (educators), school teachers, family support officers, primary school nurses, primary welfare offices, early childhood intervention workers, play therapists, health professionals and teachers working in hospitals, and educational officers in cultural organisations’ (VEYLDF, p. 5). Early years of primary school includes Foundation, Grade 1 and Grade 2.
Assessment practices in the early years: Assessment for learning and development resource 4 Frameworks and resources Background notes Key framework documents include the following: the VEYLDF, Early Years Learning Framework (EYLF) and Framework for School Aged Care (FSAC) National Quality Standard (NQS) to improve education and care across long day care, family day care, kindergarten/preschool, and outside school hours care. Slide 3 Assessment for learning and development resources The ALD Project had a specific focus on assessment for learning and development in a curriculum planning cycle. A strengthened practitioner focus on quality in documentation and improving practices contributes to progress in children’s learning and development. Key resources to support a focus on assessment for learning and development practice approaches include: Report on Assessment for Learning and Development Project 2012: Transforming practice in the early years VEYLDF Practice Principle 7: Evidence Paper Assessment for learning and development VEYLDF Practice Principle 7: Practice Guide Assessment for learning and development Drawing on multidisciplinary practitioner research, the ALD Project Report: identifies six assessment for learning and development practice themes describes the impact of a multidisciplinary model of professional learning on assessment for learning and development observations and practices uses examples of practitioner evidence of children’s learning and development, documentation formats and practitioner quotes and reflections on changes in practice. See page 16 for a comprehensive list of resources and links.
Assessment practices in the early years: Assessment for learning and development resource 5 Continuum of learning from birth to eight years Background notes Strong partnerships and connections between early childhood professionals and families across the birth to eight years period are important for positive outcomes for children. The VEYLDF emphasises the importance of supporting a continuum of learning as well as effective transitions for children and families. Effective transitions include moving Slide 4 within and across services throughout the early years period and transition to school. By understanding the broader early years context, early childhood professionals can recognise and integrate children’s learning from all previous and current environments and be aware of future learning. This promotes the linking of learning along the continuum. Children learn from birth onwards and their learning and development at each stage of life forms the foundation for the next. In the ALD Project, there was a specific focus on understanding the importance and complexity of assessment for learning and development in the birth-to-three-years period. This recognises the impact of the learning now for longer-term learning. Practitioner reflections Key insights from the ALD Project birth-to-three-years practitioner group: That evidence of baby and toddler learning is often subtle, and occurs across the whole of the child’s experience. Multidisciplinary professional learning supports a greater awareness about the capacity for babies and infants to make choices, to influence events and have an impact on their world. The importance of the birth-to-three-years period for assessment for babies and toddlers learning. There is a distinction between conversations about infants and young children’s learning and development and conversations about their participation in health, education and care programs. Reflection activity Discuss why family involvement and parent engagement is important. Use the Ecological model of child development, adapted from Bronfenbrenner, 1979 (VEYLDF p. 43) in your planning to consider the context for your service or setting, at this time and with this group of children and families. Identify existing networks and collaborative partnerships and opportunities to extend partnerships to support children’s learning and development.
Assessment practices in the early years: Assessment for learning and development resource 6 What is assessment for learning and development? Background notes Assessment for learning and development is one of the eight VEYLDF Practice Principles. The VEYLDF recognises the importance of early childhood professionals undertaking assessment as a core part of effective practice. A key purpose of assessment is to measure progress in actual learning and development. Early childhood professionals assess children’s learning in ways that: Slide 5 inform ongoing practice measure progress in learning identify where intervention, focused support, or referral may be required. (VEYLDF, 2009). ‘Assessment for learning and development in the project was defined as a process of observing, documenting and analysing what children do, say, make, write or draw in order to plan effectively for children’s current and future learning’ (ALD Project Report, p. 7). Discussion points Refer to practitioner examples of tools and templates in the ALD Project Report on the following pages: page 23, using the Evidence Collection Tool in long day care page 54, using ‘Reflection Sticks’ to support reflecting on learning in the early year of primary school page 55, using the VEYLDF to support a continuum of learning the early years of school. Reflection activities Reflect on what assessment is. Define what it means in your setting. Discuss how you currently assess children’s learning and development. Reflect on how you identify children who may benefit from specialist support or intervention. Describe the strengths and challenges of your assessment practices. Consider whether there is a need to review or change your practices. Practitioner quote A maternal and child health nurse describes changes in practice when focusing on the ‘language of learning’ rather than the developmental discourse, which was most familiar in the workplace (ALD Project Report, p. 60).
Assessment practices in the early years: Assessment for learning and development resource 7 Evidence collection: the Planning Cycle Background notes In the early years, professionals focus on what children are learning as well as on their professional practice. The Early Years Planning Cycle (illustration in the slide, adapted from the Educators’ Guide for National Early Learning and Development Framework) outlines a process used to collect, document, analyse and interpret evidence of children’s learning and development. The context includes the emotional and physical environment, relationships and family and cultural histories. Slide 6 These help create a detailed, up-to-date, strengths-based picture of children’s learning and development, which can be used to inform current and future planning decisions. Discussion points The Early Years Planning Cycle supports early childhood professionals to consider the VEYLDF Practice Principles and discuss what they mean for daily practice. Key considerations for early childhood professionals: Draw on a wide range of perspectives to gather information, including with children, families, colleagues and other early childhood professionals. Identify links between evidence of children’s learning and decisions about curriculum planning. Track the unique pathway and progress that each child takes along the continuum of the five Learning and Development Outcomes. As part of ongoing planning, initiate conversations about children’s learning and development to support sharing and reporting back with children, families and others. Tools and formats Refer to a sample Evidence Collection Tool (ECT; ALD Project Report pp. 91-94) developed with practitioners to support documentation of children’s learning and development. A range of practitioner documentation formats are provided in the ALD Project Report (pp. 24-30). Discussion and reflection activity Print the ECT and use the prompts and format to support documenting assessment observations. Discuss and review the format; adapt to suit the needs of your service. Use documentation formats to track progress of children’s learning over time. Plan a range of experiences over time that provide multiple opportunities for children to practise, consolidate, extend and enrich their knowledge (ALD Project Report, p. 82).
Assessment practices in the early years: Assessment for learning and development resource 8 Assessment for learning and development: Practice themes and approaches Background notes This visual provides an overview of the six key approaches to assessment for learning and development practice identified in the ALD Project. Each wedge in the visual highlights one of the six approaches or themes. The six practice themes are: Slide 7 Focus on children’s strengths and capabilities Broaden perspectives of children’s learning and development Track children’s progress Initiate conversations about children’s learning and development Strengthen collaborative partnerships Lead and support colleagues. Outcomes for children are central in the visual, which recognises that quality practice directly impacts on improving outcomes for children. These key themes for assessment practice can be used by practitioners, leaders and managers in early childhood working with children and families from birth to eight years. The themes support early childhood professionals both individually and with colleagues, to consider practice in relation to assessment for learning and development. The ALD Project supported early childhood professionals to apply the VEYLDF Practice Principle of assessment for learning and development using the following key design features (illustrated in the visual in the ring around outcomes for children): inquiry-based learning gaining new knowledge from integration of contemporary theory, frameworks and practice reflection and critical thinking documenting evidence of children’s learning and development mentoring and collaborative conversations with other professionals supported practitioners to broaden their perspectives and review and adapt practices. Practitioner reflections and practice examples Practitioner evidence examples, quotes, documentation formats and practice reflections are included in the ALD Project Report and describe change in these key practice themes. Table 1 (page 46), Table 3 (page 47) and Table 4 (page 48) outline key influences and differences in practice as described by ALD Project participants.
Assessment practices in the early years: Assessment for learning and development resource 9 Focus on children’s strengths and capabilities Background notes Understanding and supporting children’s diverse strengths, abilities, interests and cultures makes a positive difference in the lives of children and their families. Discussion points In practice and planning decisions, a focus on children's strengths and capabilities includes: Slide 8 recording rich evidence of children’s diverse ideas, interests, capabilities, skills in play, and dispositions for learning children being active contributors to their own learning early childhood professionals documenting, planning and reflecting together with children. Practitioner reflections ALD Project participants describe a greater focus on children's strengths and capabilities, with an emphasis on including children’s views of their own learning, for example, by documenting with children during an experience rather than for or on behalf of children. Involving children in assessment for their own learning and development supported early childhood professionals to recognise and respond to what children bring to the learning environment. Giving children a stronger voice in their own learning and development recognises children’s capacities and demonstrates high expectations for all children. ALD Project participants reported a greater awareness of toddlers and young children’s capacity to lead their own learning by making choices and influencing events that have an impact on their world. Reflection activity Discuss what you currently do in your service to assess and measure children’s strengths and capabilities. Discuss how you find out about children’s interests and culture. Discuss how you promote children’s ownership of their learning. Practitioner quote ‘I now involve children more in their own assessment, using their evidence (such as drawings), and asking questions about what they have learned, and what else they would like to know. The impact of the changes has been the children’s perspectives of their learning and the ability for children to understand and express their own learning’ (Kindergarten program, ALD Project Report, p. 53).
Assessment practices in the early years: Assessment for learning and development resource 10 Broaden perspectives of children's learning and development Background notes Early childhood professionals can apply new insights from research, contemporary theories and learning and development frameworks to support practice change. Integrating new and deeper knowledge broadens perspectives of children’s learning and development and influences precision in documentation of children’s learning. Slide 9 Collaboration with families about children’s learning is a reciprocal process. When early childhood professionals listen actively to families and include their perspective in curriculum planning and practice, they gain a better understanding of the children. Discussion points Broadening perspectives of children's learning and development includes: a focus on looking for children's learning integrating new knowledge about contemporary theories, frameworks and practices incorporating the perspectives of children and families in analysis of learning. Practitioner reflections ALD Project participants report having broader perspectives on what assessment for learning and development means in different services and settings. This is as a result of being involved in an early years learning community with professionals from diverse backgrounds and services. Reflection activity Discuss which theories and frameworks you use to analyse evidence of children’s learning and development. Consider who you involve in assessment for children’s learning and development. Share the community or regional population data you use to inform local planning and actions, for example, the Australian Early Development Index (AEDI). Practitioner quote ‘A focus on theories such as Malaguzzi and Rogoff … this has strengthened my views on how the environmental contexts influence children’s learning … for example, the resources, my practice, educators and parents feedback are all part of the cultural and contextual tools that facilitate learning’ (Kindergarten program, ALD Project Report, p. 58).
Assessment practices in the early years: Assessment for learning and development resource 11 Track children’s progress Background notes Layering, or the building up, of evidence of children’s learning over time, supports practitioners to slow down and focus on the meaning of the learning they observe. To begin tracking progress, early childhood professionals identify and document what children’s learning looks like in each of the five outcome areas. This includes making observational assessments of individual and groups of children’s learning which reflects the different rates, Slide 10 different ways and different times in which children learn (VEYLDF p. 17). Analysis and interpretation of evidence informs the ‘next steps’ and identifies pathways and progress in learning for children. This process supports extending learning both in the home and in early childhood settings. Discussion points Tracking children’s progress in learning and development includes: deliberate and purposeful layering evidence of developmental milestones with learning outcomes questioning and analysing progress in learning to inform professional practice and judgment about future learning collecting and reflecting on evidence in an ongoing way to measure growth and progress and identify early referral where appropriate. Practitioner reflections Participants in the ALD Project describe tracking learning as a process of collecting, documenting and reflecting on evidence of children’s learning and development overtime to show progress. Seeking input and having discussions about children’s progress with children, with families and other early childhood professionals supports prioritising future learning. Reflection activity Explore with colleagues how they track progress in children’s learning and development Discuss how you identify children who may require early referral and how you assist families to access specialist help. Use the VEYLDF Learning and Development Outcomes illustrative maps linking to the AusVELS (the Australian Curriculum in Victoria) to support the transition of children and families as they move across services and into schools. Practitioner quote ‘With children, I have taken the time within the writing session to include reflection of their learning. I have had meaningful conversations with them about their progress and what their goal for learning is’ (Primary school, ALD Project Report, p. 54).
Assessment practices in the early years: Assessment for learning and development resource 12 Initiate conversations about children’s learning and development Background notes Early childhood professionals gather evidence that is used to form the basis of conversations about children’s learning and development. In working with children, early childhood professionals focus on what children are learning as well as on their own practice. The focus is on looking at what children are indicating that they are learning, which is different from describing what children Slide 11 are doing. Documentation about children’s learning and development is used by early childhood professionals to share information and initiate conversations that are a foundation for partnerships and collaboration between families and early childhood professionals. Discussion points Initiating conversations about children’s learning and development includes: gathering evidence to support conversations about ‘what children are learning’ and ‘how they are learning’ describing babies, toddlers and young children's learning using the language in the VEYLDF providing feedback and making strong connections between learning at home and in the community. Practitioner reflections Practitioners in the ALD Project describe having a deeper knowledge of children’s learning and development, which directly influences the quality and frequency of conversations they have with families (ALD Project Report, p. 64). Reflection activity Discuss what is meant by learning conversations. Use key points about learning and developmental achievements to highlight progress in children’s learning. Discuss how you encourage children and families to be involved in learning conversations. Practitioner quote ‘I feel more confident in having conversations with educators, colleagues and professionals. I feel this has come from a greater knowledge about children’s learning, especially in the birth-to-three-years age group’ (Family day care, ALD Project Report, p. 64).
Assessment practices in the early years: Assessment for learning and development resource 13 Strengthen collaborative partnerships Background notes Collaborative approaches to assessment for learning and development occur when the broad range of early childhood professionals in early years services and settings come together and share evidence to inform rich assessments. Collaborative approaches are most effective when they are multidisciplinary and include children's views of their own learning and family perspectives. Slide 12 Discussion points Taking action to strengthen collaborative partnerships includes: creating time for joint opportunities to document, analyse, plan and reflect with other early childhood professionals completing multidisciplinary assessments building on existing partnerships and making new connections. Practitioner reflections By creating time for documenting, analysing planning and reflecting together with others, participants in the ALD Project reported building new connections and strengthening existing collaborative partnerships. Participants considered multidisciplinary approaches to assessment to support earlier referral and transitions. For example, collaboration between maternal and child health and long day care supported referrals; reciprocal visits between primary school teachers and early childhood educators were set up to observe learning environments and to form relationships with children long before transition statements were completed. Reflection activity Discuss the following: Who do you currently collaborate with? Do you collaborate with professionals outside your own service and service type? What could a new partnership look like to support your work in improving outcomes for children and families? Practitioner quote ‘Using the VEYLDF outcomes and documentation to support joint discussions with educators in early childhood settings …. viewing the child’s learning through the same lens. I feel that I am now talking the same language – supporting their work not adding’ (Early childhood intervention, ALD Project Report, p. 47).
Assessment practices in the early years: Assessment for learning and development resource 14 Lead and support colleagues Background notes Leadership is exercised in different ways to support assessment for children's learning and development. New understandings about change during a period of significant reform strengthen leadership capacity and confidence in supporting colleagues. Using the Educational Change Model in the context of a continuous improvement supports practitioners to strengthen leadership and progress implementation of the VEYLDF in a period of reform. Modelling pedagogical Slide 13 leadership in workplaces and developing a shared vision with colleagues are both critical for practice change. Discussion points Demonstrating leadership and proactively supporting colleagues includes: understanding and communicating reform initiatives, program and policy directions modelling pedagogical leadership by using and adapting tools and resources to rethink quality practice promoting local network connections, supporting practice change and continuous improvement. Practitioner reflections Participants in the ALD Project describe new understandings about change during a period of significant reform, which has strengthened their leadership capacity and improved confidence in supporting others with ongoing engagement with and implementation of the VEYLDF. There is evidence of new and intentional leadership influencing the work of colleagues in services. Reflection activity Discuss the following: What is your definition of a leader? What do the characteristics of an effective leader look like in practice? How is implementation of the VEYLDF represented, for example, in service improvement plans, municipal early years planning (MEYP), Best Start partnership plans? Practitioner quote ‘Leadership doesn’t mean those with the most teaching experience. It’s those with the motivation for change in practice and sharing that change’ (Primary school, ALD Project Report, p. 71).
Assessment practices in the early years: Assessment for learning and development resource 15 Reflect, review and plan Background notes Implementation of the VEYLDF is an ongoing process involving review, reflection and planning for the next steps to support continuous quality improvement. Communities of practice in early childhood are professionals who come together with a focus on learning, sharing knowledge and building capacity. Use your community of practice to ask questions, share your expertise, and actively engage with the implementation resources.
Discussion point Slide 14 Consider these questions to promote a culture of ongoing professional inquiry and to guide practices to improve learning and development outcomes for children and students. What assessment practices have been affirmed? What practices would you adapt or change? How would you describe what assessment means within your service or program area now? What is different? What assessment approaches, tools and reporting practice are routinely used in your service or program area? What other tools and assessment for learning and development practice themes could you use to change or influence your work with children and families? What practice principles, outcomes and transition planning in the learning and development frameworks could you consider more deeply? Reflection activity Consider these questions in a small group and reflect on difference in practice. Develop an inquiry question about an aspect of your practice that you would like to strengthen or change. Report back for general discussion. Have a note taker and lead facilitator identify areas for further investigation and next steps.
Assessment practices in the early years: Assessment for learning and development resource 16 Resources Frameworks The following frameworks are available online: Victorian Early Years Learning and Development Frameworks Early Years Learning Framework Framework for School Aged Care. VCAA Resources The VCAA offers the following resources and support: Slide 15 VEYLDF implementation resources the VCAA Early Years Alert emails regular updates about resources and initiatives to support ongoing implementation of the VEYLDF the online resource Early Years Exchange (EYE) assists early childhood professionals to implement and embed the VEYDLF in their practice VEYLDF Learning and Development Outcomes illustrative maps linking to the AusVELS. Early Years Exchange EYE No. 9 focuses on the Practice Principle Assessment for Learning and Development, and includes the Professional Learning and Resource Organiser (with links to resources from EYE No. 1 to No. 8). EYE No. 12 includes an Action Plan Assessment for children’s learning and development: identifying phases for practice change. Other resources Australian Early Development Index The Victorian Early Years Learning and Development Resource Kit – A DVD brings together the available Victorian Government resources that support early childhood professionals to engage with the VEYLDF (distributed in 2013). Evidence Paper and Practice Principle Guide on Assessment for Learning and Development. Educator’s Guide to the Early Years Learning Framework for Australia, Department of Education, Australian Government, p.11. National Quality Framework, Education and Care Quality Authority (ACECQA), Australian Government For further information The VCAA welcomes your comments, questions and feedback about this resource. To provide your feedback or to talk further about using this resource or the ALD Project Report 2013, contact: Carmel Phillips on [email protected] Kerryn Lockett on [email protected]
Assessment practices in the early years: Assessment for learning and development resource 17 Sample reflection questions and activities Example reflection questions What evidence supports your understanding of children’s learning and development in practice, policy and strategic planning contexts? How could your assessment tools and resources be adapted and/or improved? How will you know if your practice has changed? How will you measure progress in children’s learning and development and change in practice, policy and planning? Example discussion points and activities What do the five learning and development outcomes mean in your setting? What has a child or group of children demonstrated that they have learnt? Use the VEYLDF to mark-up, discuss and review the learning you have observed. How do you know that learning has occurred? What is the actual learning? How do you influence outcomes for children? Document your current assessment for learning and development practices, policies and strategies identifying strengths, challenges and tools used. Document the assessment for learning and development practices, policies and strategies you would like to incorporate into your practice. Use the six assessment for learning and development practice themes (refer to visual prompt below) to think about what is relevant to your practice and where you could take action. (Refer to the ALD Project Report, Snapshot on pp. 34-5, Practice change themes and approaches in Section 5, p. 51) Choose a practice theme, then spend time investigating the theme and collecting relevant evidence. Bring evidence of assessment for learning and development back to planning meetings to discuss with colleagues over an extended period of time.
This visual positions outcomes for children as central to early years quality improvement and illustrates the connections between the project design features and practice change. These six practice change themes are strongly influenced and informed by the ALD Project design features of inquiry, knowledge, reflection, mentoring and evidence collection.
Six assessment for learning and development practice themes (from the ALD Project Report, p. 9)
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