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- W4313384268 abstract "The assessment of children’s learning and development in early childhood education (ECE) is a complex, yet integral, element of effective teacher practise. A commitment to using assessment information about children’s strengths, interests and needs in formative ways to meaningfully plan for children’s ongoing learning adds even further complexity. A formative focus on assessment is affirmed within both Te Whāriki (Ministry of Education, 1996, 2017) and the learning story framework (Carr, 2001), yet the ways in which New Zealand teachers enact such assessment in practise has not been extensively researched. Cameron (2018) therefore undertook a comprehensive study of New Zealand early childhood teachers which sought to explore their purposes, practises and knowledge of assessment in relation to four-year-old children. This chapter presents an overview of this study, paying particular attention to the ways that teachers gather assessment information and then in turn use this assessment to plan for children’s learning. A key message of the chapter is the need for teachers to gather assessment information via a range of methods and to use this information in a timely way in order to help ensure they are engaging in effective assessment and planning practises." @default.
- W4313384268 created "2023-01-06" @default.
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- W4313384268 date "2022-01-01" @default.
- W4313384268 modified "2023-09-28" @default.
- W4313384268 title "The Collection and Use of Assessment Information in Early Childhood Settings" @default.
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- W4313384268 doi "https://doi.org/10.1007/978-981-19-5959-2_3" @default.
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