Toward assessment for playful learning in early childhood
Influences on teachers' science assessment practices
Bibliographic Data
| ID | 21353876 |
|---|---|
| Authors | Cristina Guarrella (0000-0002-5082-7925, Melbourne Graduate School of Education The University of Melbourne Melbourne Victoria Australia, corresponding author), Jan Van Driel (0000-0002-8185-124X, Melbourne Graduate School of Education The University of Melbourne Melbourne Victoria Australia), Caroline Cohrssen (0000-0003-2091-3125, Melbourne Graduate School of Education The University of Melbourne Melbourne Victoria Australia) |
| Year | 2023 |
| Volume | 60 |
| Issue | 3 |
| Pages | 608-642 |
| Publication date | 2023-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Science Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0022-4308 • E-ISSN: 1098-2736 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tea.21811 |
| OpenAlex | W4294218749 |
| Language | EN |
| Citations received | 6 |
| References cited | 56 |
In many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide children's science process skill development while following their interests. Consistent evidence since the introduction of national quality standards in Australia has identified a need to strengthen teacher capabilities in assessment. This research investigated teachers' assessment practices, and the influences on these practices, during the implementation of a suite of playful science experiences in long day care and preschool settings in the Northern Territory (NT), Australia. Teachers were introduced to the NT Preschool Science Games and were supported to apply an assessment tool designed for the observation and development of science process skills. Adopting a multiple case study approach, semistructured interviews from three cases were thematically analyzed. Our findings demonstrate that despite having specific tools to support assessment for learning these were inconsistently applied. Thematic analysis of semistructured interviews revealed that assessment practice was influenced by contextual influences, affective responses and teaching practice. Unpacking these themes further, we identified that following children's interests was associated with the absence of systematic assessment of scientific thinking to inform planning for learning within the informal curriculum. To support teacher practice in early childhood science, and promote the assessment of children's capabilities within playful learning, we propose a model of Assessment for playful learning
Alternative assessment · Assessment for learning · Authentic assessment · Context (archaeology) · Curriculum · Developmental psychology · Early childhood · Early childhood education · Formative assessment · Mathematics education · Medical education · Pedagogy · Qualitative research · Science education · Sociology · Thematic analysis · Unpacking · Innovative Teaching and Learning Methods · Medicine · Psychology · Student Assessment and Feedback · Teacher Education and Leadership Studies
Uncovering Science Education in Australian Early Childhood Teacher Qualifications
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Impacts of interacting with an AI chatbot on preservice teachers' responsive teaching skills in math education
Building a Better Wall
Questioning as an instructional method
Preschoolers' Scientific Curiosity and Inquiry Capabilities
Formative assessment
A Continuum of Play-Based Learning
Working inside the Black Box
Developing the theory of formative assessment
Classroom assessment and pedagogy
Should Science be Taught in Early Childhood?
The Power of Play
Guided Play
Case Study Research
Assessment and Classroom Learning
Thematic Analysis
STEM for Inclusive Excellence and Equity
The what, when & how factors
Children's concepts of gears and their promotion through play
The Comfort of Competence and the Uncertainty of Assessment
Interviews – Learning the Craft of Qualitative Research Interviewing
I’m learning how to do it’
How do pre-kindergarteners spend their time? Gender, ethnicity, and income as predictors of experiences in pre-kindergarten classrooms
Using thematic analysis in psychology
Accessing the Inaccessible
Qualitative Data Analysis
| Unique citing works | 6 |
|---|---|
| Citations per year | 2 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 6 |