Assessment practices in the early years

1. Assessment practices in the early years

2. Implementing the VEYLDF in early years settings across Victoria • Information for early childhood professionals • maternal and child health nurses • supported playgroup and family support workers • health professionals • early childhood intervention workers kindergarten, long day care and family day care educators • preschool field officers • inclusion support facilitators • early years primary school teachers • outside school hours care educators • educational officers in cultural organisations.

3. Frameworks and resources

4. Continuum of learning from birth to eight years

5. What is assessment for learning and development? Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. (EYLF, 2009, p. 17) Early childhood professionals assess children’s learning in ways that: • inform ongoing practice • measure progress in learning • identify where intervention, focused support or referral may be required.(VEYLDF, 2009)

6. Evidence Collection: the Planning Cycle Using evidence to inform: • children’s learning and development • early childhood professionals’ practice. The Early Years Planning Cycle is a resource to support documentation of children’s learning: www.vcaa.vic.edu.au/Documents/earlyyears/eye/EYE10_SuppChildLearn_FA.pdf

7. Assessment for learning and development: Practice approaches

8. A focus on children’s strengths and capabilities • 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.

9. Broadening perspectives of children’s learning and development • a focus on looking for children's learning • integrating new knowledge about contemporary theories, frameworks and practices • incorporating children’s and families’ perspectives in analysis of learning.

10. Tracking children’s progress • deliberate and purposeful layering of evidence for developmental milestones with learning outcomes • questioning and analysing progress in learning to inform professional judgmentabout future learning • collecting and reflecting on evidence in an ongoing way to measure growth and progress and identify early referral where appropriate.

11. Initiating conversations about children’s learning and development • 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.

12. Taking action to strengthen collaborative partnerships • 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.

13. Demonstrating leadership and proactively supporting colleagues • understanding and communicating reforminitiatives, 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.

14. Review, reflect and plan • What assessment practices have been affirmed? What practices will you adapt or change? • How would you describe what assessment means within your service or program area now? • What assessment approaches, tools and reporting practices 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?

15. Resources VCAA Early Years resources (including VEYLDF, ALD Project Report, Early Years Exchange, VEYLDF Learning and Development Outcomes illustrative maps linking to the AusVELS, Early Years Alert subscriptions) www.vcaa.vic.edu.au/Pages/earlyyears/implementation.aspx DEECD Early Childhood resources www.education.vic.gov.au/childhood/Pages/default.aspx VEYLDF Resource Kit (DVD) Educator’s Guide to the Early Years Learning Framework for Australia http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning_framework_for_australia.pdf ACECQA National Quality Standards www.acecqa.gov.au/national-quality-framework/the-national-quality-standard Australian Early Development Index www.education.vic.gov.au/childhood/Pages/default.aspx Early Years Learning Framework http://education.gov.au/early-years-learning-framework Framework for School-aged Care http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/my_time_our_place_framework_for_school_age_care_in_australia.pdf

16. Further information The VCAA welcomes your comments, questions and feedback about this resource. To provide your feedback or talk further about using this resource or the ALD Project Report 2013, please contact: Carmel Phillips Manager, Early Years phillips.carmel.j@edumail.vic.gov.au Kerryn Lockett Program Manager, Early Years lockett.kerryn.e@edumail.vic.gov.au