Assessment in early childhood education - including the child's voice

Teachers of young children all spend a lot of time, very often their own time, to write up children's assessment. Assessment gives useful information about children's learning and development. As it captures children's learning experiences in the kindergarten, parents will therefore become much more aware and convinced of the learning achieved by their child. As such, communication between teachers and parents are enhanced.

Reliable assessment should include multiple voices. Instead of telling the learning story from her own perspective, the teacher also needs to give the child involved an opportunity to tell his story. A learning experience is best interpreted and assessed by the learner himself, which allows the child to take over some responsibility and claim ownership of his learning. In practice, find time to talk with the learner about his experience (photos will provide cues for a thoughtful conversation): let the child indicate what he is learning, thus drawing out the meaning of the experience. When the teacher and the learner "co-author" a learning story, the assessment is authentic, and the process is exciting and energising.

 I like this concept of "co-authoring" with the child, if possible, while making observation, otherwise make time for discussion afterwards. Let the learner talk about whatever comes to his mind. This assessment practice also provides an opportunity to learn. Together, the teacher and the child look at or look back over a learning episode, the child is encouraged to use his language to recall, explain and express his ideas, feelings and thoughts. The sustained shared interactions and dialogue strengthen relationships with the child, who will feel empowered as a learner.

Even though co-authoring is not able to happen, due to whatever reasons, it's always helpful to encourage children to read their assessment any time. Make sure the assessment folders are easily accessible, and make a space for children reading together with peers, families and teachers.

Take this episode of marble painting, for an example. First, the teacher will consciously highlight the positive learning dispositions, such as practicing, experimenting, thinking. And then, probably, the creative and artistic development of the child will be assessed, drawing attention to her understanding of colours, skills in creating marks and patterns etc. The assessment may focus on the child as an artist. However, talking with the child may reveal her fascination with the rolling marbles and her perseverance with mastering the skill to carry the marble from the palette to the box! Through "co-authoring" or self-assessment, the learner's interest, knowledge, skills and dispositions will be recognised. These information will be helpful to establish the learner's identity.