Early Years Learning Framework
Introduction
Early years learning is a critical factor in ensuring the future well being of a society. As such, most Governments across the world, including Australian Government have come up with frameworks to ensure that children get quality learning based on quality curriculum (Department of education, employment and workplace relations, 2013). An assessment is one of the key components of quality curriculum that aims at delivering quality teaching and learning in the early learning years. Quality curriculum for early childhood education acknowledges the fact that children are capable and competent learners and are the construction of their own world. However, most of the dimensions of learning at this early stage are episodic, rapid and highly susceptible to the prevailing environmental conditions (Elizabeth, 2008).
In order to monitor the progress of students across measurable dimensions of learning, various methods of assessments have been recommended. However, the use of formal assessment which is considered the basis of assessment has been faulted for a number of reasons. These reasons include the fact that, formal examinations and tests can cause anxiety resulting in underperformance among pupils. It also focuses more on written tasks and is unlikely to reveal the creative, virtual or oral abilities of the child.
The performance based assessments also tend to ignore underachievers or the pupils with potential but requires support and or opportunities. It is also argued that standardized methods of assessment may not be culturally fair (Teachingexpertise.com). The anxiety and discomfort is even more, when the assessment reports are given back to the pupils in class and they compare the grades among themselves. This is because those who manage low scores in formal assessment will start developing deficiency attitude which could be disastrous for their learning and development. Although many studies have been conducted on the merits and demerits of assessments of learning and development in early childhood education, none has been conducted to establish the impact of class reporting of formal assessments at this stage of learning. This study therefore aims to assess the impacts of non- class reporting of formal assessment in early years learning.
1.1 Rationale of the study
A good assessment practice forms the basis of a high quality curriculum as it is considered the heart of teaching and learning in early years. It is the process that provides information about the pupils’ achievements and competencies developed and provides direction about how best the pupil’s learning could be supported and extended (Dlibrary.acu.edu.au.ezproxy2.acu.edu.au). Any assessment process that poses any danger to the learning and development of a child will definitely compromise the quality of the curriculum in place. Thus, it becomes viable to study the impact of class reporting of formal assessment in early learning. The outcome of this study may be relevant to the early childhood practitioners as they seek to implement appropriate assessment methods that help in achieving the desired goals.
1.2 Situational analysis
Currently, Early Years Learning Framework instituted by the Australian Government provides guidelines on how to draw quality curriculum (Department of education, employment and workplace relations, 2013). It also highlights the methods and types of assessment to be conducted by early childhood practitioners. However, given the fact that some critics of formal assessments have been poking holes in it, it is relevant to give it a critical look and establish its potential impacts on early years learning, especially at the point of reporting. This would be critical in developing a quality curriculum that observes the principle of equality and ensure that no child is demoralized or develop deficiency attitude when their poor grades are made public to their peers in class.
Literature Review
Introduction
Assessment forms an integral part of the teaching and learning process in the early years of formal schooling. This is because it plays an important role in how the teachers deliver the teaching process and how the pupils learn. Recognizing its importance, every learning institution has entrenched it in their curriculum. As such, the Government of Australia has developed Early Years Learning Framework that guides the development and implementation of quality curriculums in educational institutions. This is aimed at offering a quality framework for early childhood education and care in the Country.
Currently, most institutions use formal assessment to gauge the progress of the pupils in their formal schooling. Despite this process being hailed as a good indicator of the pupils’ progress, there has been discussion contrary to this belief. Based on this brief introduction, the next section will comprehensively review existing literatures addressing the above issues. The reviews will help in assessing the underlining issues with regard to formal assessment and how it should be conducted. Given that education and curriculum development is a dynamic process, I will focus on recent journals, web pages and government policy paper as the main sources of information. The general information review and theories will help in understanding issues revolving around the main study questions.
2.2 Early Years Learning and Assessment
Taking cognizance of the importance of early learning to the future destiny of the Country, the Australian Government has developed The Early Years Learning Framework (EYLF). This framework highlights the principles, practices and outcomes crucial to enhancing and supporting learning of young children from birth to five years of age (Earlychildhoodaustralia.org.au). According to Elizabeth (2008), early learning cuts across different dimensions of development such as physical, linguistic, motor and emotional. Most of the learning across these dimensions is episodic, rapid and highly vulnerable to the prevailing environmental conditions at this early stage. It is therefore apparent that early learning and development is both complex and extensive. This makes the assessment of early learning and development very challenging, and therefore should be conducted more thoughtfully and carefully.
2.3 Theoretical constructs for assessment
In recent years, there has been a process of rethinking childhood that has resulted into constructions of a child, especially in Western Europe (Elizabeth, 2008). They attribute this process to various interrelated developments in line with learning theories, psychology, philosophy, sociology and previous common understanding in these disciplines. Based on this post modern perspective, which is similar to the perspective espoused by Malaguzzi (Reggio-Emilia pre-schools), the young children are viewed from the start of life, as a construction of their own world. This is because younger children are understood as unique and complex individuals who are rich due to the fact that they are equipped from the beginning to engage actively and fully in the world. These two perspectives stresses on socially constructed learning and assessment.
An assessment of learning and development aims at assessing a child’s learning at a given point in time and it gives summaries of all learning and development that precede it. It is a crucial process that gives important information about a child’s interest, abilities and culture that informs decision making on their practice and programs. Assessment is a continuous process involving gathering, analyzing and taking reflective view of the evidence to make informed and consistent decisions to improve future learning of the pupils (Department of Education and Early Childhood Development, 2013). The formative assessment is generally based on what children write, make, draw, do and say (Rachel, F., Lucinda, S. & Collette, T., 2011).
The best type of assessment usually combines data analysis and the means of knowing children and fully understanding their educational needs such as: knowing the pupils at an individual, class, subjects and school level. These parameters are then measured against their peers, personalized targets, and national exams (Teachingexpertise.com).
The type of assessments to be conducted during early learning or kindergarten standards include: authentic curriculum based measures, distinct early learning skills measures, and disability sensitive measures (Build, 2005).
2.4 The areas of interest for assessment in early years learning include:
The active role played by children themselves in their interaction with others.
Practitioners’ interaction with the children.
Co -construction of knowledge and meaning, which are crucial to teaching and learning as it occurs between the children and practitioners as they engage to achieve mutual understanding.
Children’s understanding and progress as they engage in a play, either with others or alone.
According to Elizabeth (2008), the key aspects to assess in early learning include: disposition, a range of cognitive abilities, emotional well being, self concept and sociability.
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2.5 Techniques of Assessment for early years learning
Generally the technique of assessment used depends on the objective of the assessment. However, effective formative assessment should consider the following:
Take into account different learning styles such as constructivism, whole brain and active learning.
The consistent assessment approach should be used with all the pupils and remain authentic
Involve the pupils while taking their opinions into consideration
Disseminate information across all departments
Assessment should be ongoing employing different methods (OECD/CERI, 2008).
The most common assessment techniques include: self assessment, peer assessment, informal assessment, and formal assessment (teachingexpertise.com). To achieve best practice, assessment should observe the following principles:
Assessment should be aimed at understanding of how pupils learn
The assessment should also be aimed at improving students’ performance
It should form an integral component of course design and not just something to add later
Effective assessments provide crucial information to report students’ performance to their parents
Assessments require use of a variety of measures
They require clarity of purpose, standards, goals and criteria
They require clear attention to processes and outcomes
The methods used should be reliable, consistent and valid
It should be a continuous process rather than an instantaneous event Assessment for improvement of performance should involve feedbacks and reflections (Department of Education and Early Childhood Development, 2013).
2.6 Disadvantages of formal assessment
Despite the researched and documented benefits that a good assessment improves performance in children, formal assessment has been faulted for a number of reasons including:
Formal examinations and tests can cause anxiety resulting in underperformance among pupils.
The formal assessment focuses more on written tasks and is unlikely to reveal the creative, virtual or oral abilities of the child.
Performance based assessments tend to ignore underachievers or the pupils with potential but requires support and or opportunities.
Standardized methods of assessment may not be culturally fair.
2.7 Critical Review
Quite a number of studies have been conducted to establish the relevance, methods and principles of conducting good assessments in early years learning. These studies have highlighted the benefits of assessments and their feedbacks both to the teacher and the pupil in the learning and development of early years. However, no single study has concentrated on the effects of giving formal assessment reports in class. This is due to the fact that most children develop anxiety from the process resulting in underperformance. The underachievers also develop deficiency attitude and get demoralized from the learning process when their poor grades are made public to their peers in class.
Methodology and Design
3.1. Structure of the project
Following the social-cultural approach, the study will be organized into five sequential orders. These are: Introduction; Literature Review; Methodology; Data Analysis; Discussion, Conclusion and Recommendations. Diagram 1 below describes the flow of activities.
Diagram 1: Project Flow
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Source: Author
3.2 Research Design
The study will make use of socio-cultural perspective. The participants would include pupils, teachers and parents: Pupils from selected classes would be grouped into: study sample and control samples. The project will involve administration of continuous assessments by teachers. Out of these, the control sample will be given their assessment feedbacks in class while the study sample will not be given their feedback in class. However, the study sample will hold private discussions with their teachers concerning their performance without disclosing the results.
Parents would be informed of their pupils’ performance and encouraged to hold dialogues with them to improve. Targeting on the underachieving pupils, the project will run for one complete semester and is expected to establish the impact of non class reporting of formal assessment in improving learning and development in the early learning years.
3.3 Data Collection Methods and Tools
The study will make use of two samples: Controlled sample and study sample in different classes. Both samples will be given assessments and the control sample will be given class feedbacks as usual, while the study sample will not be given class feedbacks but would involve private discussions with their teachers and parents.
The study will make use of the following instruments to collect data on the performance and achievement of pupils: Assessments, observations, recording, monitoring and the pupils’ portfolios.
4.0 Conclusion
Formal assessments and its process of giving feedback to the pupils in class has been criticized for causing far reaching anxiety, discomfort and deficiency feeling among the pupils. While noting the importance of these assessments for improving the learning and development of children in early learning years, the non class reporting of the formal assessment project is expected to keep the pupils’ performance with their teachers and parents for appropriate decision making. This would save the non performing pupils from the humiliation from their peers, which could culminate in the feelings of being an academic dwarf thereby hampering their learning and development process.
Reference
Build. (2005). Early childhood assessment from birth to age 8. Retrieved 17 August 2013 from http://www.pakeys.org/docs/ EarlyChildhoodAssessment.pdf
Department of Education and Early Childhood Development. (2013). Assessment advice.
Retrieved 18 August 2013 from http://www.education.vic.gov.au/school/teachers /support/pages/advice.aspx
Department of education, employment and workplace relations. (2013). Early years learning framework. Retrieved 17 August 2013 from http://deewr.gov.au/early-years-learning-framework
Dlibrary.acu.edu.au.ezproxy2.acu.edu.au. Practice of reflective teaching. Retrieved 17 August 2013 from http://dlibrary.acu.edu.au.ezproxy2.acu.edu.au/ereserve/copyright/documents/ Treston9083.pdf
Earlychildhoodaustralia.org.au. Insider perspective on developing belonging, being and becoming: The early years learning framework for Australia. Retrieved 18 August 2013 from http://www.Earlychildhoodaustralia.org.au/australian journal_of_early childhood /ajec_index_abstracts/insider_perspectives_on_belonging_being_and_becoming_the_early_years_learning_framework_for_australia.html
Elizabeth, D. (2008). Supporting early learning and development through formative assessment.
Retrieved 18 August 2013 from http://www.ncca.ie/en/Curriculum_and_Assessment /Early_Childhood_and_Primary_Education/Early_Childhood_Education/How_Aistear_was_developed/Research_Papers/Formative_assessment_full_paper.pdf
OECD/CERI. (2008). Assessment for Learning- formative assessment. Retrieved 18 August
2013 from http://www.oecd.org/site/educeri21st/40600533.pdf
Rachel, F., Lucinda, S. & Collette, T. (2011). Victorian early years learning and development. Retrieved 17 August 2013 from https://www.eduweb.vic.gov.au/edulibrary/public/early learning/prac-assessment.pdf
Teachingexpertise.com. Assessment: An overview. Retrieved 17 August 2013 from
http://www.teachingexpertise.com/articles/assessment-an-overview-1315
