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DAP: Observing, Documenting, and Assessing Children’s Development and Learning

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Observing, documenting, and assessing each child’s development and learning are essential processes for educators and programs to plan, implement, and evaluate the effectiveness of the experiences they provide to children. Assessment includes both formal and informal measures as tools for monitoring children’s progress toward a program’s desired goals. Educators can be intentional about helping children to progress when they know where each child is with respect to learning goals. Formative assessment (measuring progress toward goals) and summative assessment (measuring achievement at the end of a defined period or experience) are important. Both need to be conducted in ways that are developmentally, culturally, and linguistically responsive to authentically assess children’s learning. This means that not only must the methods of assessment, both formal and informal, be developmentally, culturally, and linguistically sensitive, but also the assessor must be aware of and work against the possibility of implicit and explicit bias, for example through training, reflection, and regular reviews of collected data.

Effective assessment of young children is challenging. The complexity of children’s development and learning—including the uneven nature of development and the likelihood of children fully demonstrating their knowledge and skills in different contexts—makes accurate and comprehensive assessment difficult. For example, authentic assessment takes into consideration such factors as a child’s facility in each language they speak and uses assessors and settings that are familiar and comfortable for the child. When standardized assessments are used for screening or evaluative purposes, the measures should meet standards of reliability and validity based on the characteristics of the child being assessed. When these standards are not met, these limitations must be carefully considered before using the results. Using assessments in ways that do not support enhancing the child’s education is not developmentally appropriate practice. Yet, decisions regarding assessment practices are often outside of the control of individual educators (also see Recommendations for research, page 31). When educators are aware of inappropriate assessment practices, they have a professional ethical responsibility to make their concerns known, to advocate for more appropriate practices, and, within their learning environment, to minimize the adverse impact of inappropriate assessments on young children and on instructional practices.

The following practices for observation, documentation, and assessment are developmentally appropriate for children from birth through the primary grades.

A. Observation, documentation, and assessment of young children’s progress and achievements is ongoing, strategic, reflective, and purposeful.  Educators embed assessment-related activities in the curriculum and in daily routines to facilitate authentic assessment and to make assessment an integral part of professional practice. They create and take advantage of unplanned opportunities to observe young children in play and in spontaneous conversations and interactions, in adult-structured assessment contexts as well as when children are participating in a group activity and doing an individual activity. Observations, documentations, and the results of other formal and informal assessments are used to inform the planning and implementing of daily curriculum and experiences, to communicate with the child’s family, and to evaluate and improve educators’ and the program’s effectiveness. Especially in K–3 classrooms, care must be taken to avoid overuse of standardized assessments, which can cause stress for young children and interfere with time for learning. Educators limit the use of digitally-based assessments, especially for young children who (appropriately) should have limited exposure to screen media.

B. Assessment focuses on children’s progress toward developmental and educational goals. Such goals should reflect families’ input as well as children’s background knowledge and experiences. They should be informed by developmental milestones including use of state early learning standards. Goals should be aspirational and achievable and should foster a sense of pride and accomplishment for educators, families, and children. Children, educators, and families should have opportunities to celebrate both small and large achievements, while recognizing that all children need time to build mastery on a current skill before progressing to the next challenge.

C. A system is in place to collect, make sense of, and use observations, documentation, and assessment information to guide what goes on in the early learning setting.  Educators use this information in planning curriculum and learning experiences and in moment-to-moment interactions with children—that is, educators continually engage in assessment for the purpose of improving teaching and learning. Educators also encourage children to use observation and, beginning in the preschool years, documentation to reflect on their experiences and what they have learned.

D. The methods of assessment are responsive to the current developmental accomplishments, language(s), and experiences of young children. They recognize individual variation in learners and allow children to demonstrate their competencies in different ways.  Methods appropriate to educators’ assessment of young children, therefore, include results of their observations of children, clinical interviews, collections of children’s work samples, and children’s performance on authentic activities. For children who speak a language the educators do not know, native speakers of the child’s language such as family or community members may need to be recruited to assist with the assessment process. A plan should be in place for employing volunteer and paid interpreters and translators as needed and providing them with information about appropriate interactions with young children and ethics and confidentiality, as well as about the features and purposes of the screening or assessment tool. Once collected, the results are explained to families and children (as appropriate) in order to extend the conversations around what is collected, analyzed, and reflected upon.

E. Assessments are used only for the populations and purposes for which they have been demonstrated to produce reliable, valid information.  If required to use an assessment tool that has not been established as reliable or valid for the characteristics of a given child or for the intended use, educators recognize the limitations of the findings, strive to make sure they are not used in high-stakes decisions, and advocate for a different measure.

F. Decisions that have a major impact on children, such as enrollment or placement, are made in consultation with families.  Such decisions should be based on multiple sources of relevant information, including that obtained from observations of and interactions with children by educators, family members, and specialists as needed.

G. When a screening assessment identifies a child who may have a disability or individualized learning or developmental needs, there is appropriate follow-up, evaluation, and, if needed, referral.  Screening is used to identify issues needing more thorough examination by those qualified to do so; it is not used to diagnose or label children. Families are involved as essential sources of information.

Developmentally Appropriate Practice (DAP) Position Statement

Formative vs Summative Assessment in Early Childhood Education

Monitor preschoolers’ performance with effective assessment strategies.

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• Child development

Assessment in early childhood education helps preschool teachers ascertain whether children are learning the content and skills they’re teaching. Assessment also helps teachers identify learning gaps and develop strategies to help children achieve their goals.

Educators use various formal and informal assessment methods. Formal methods include standardized tests and questionnaires, while informal methods include collecting data, observations, and portfolios. 

The most common types of assessment are formative and summative . As a preschool teacher, you might be familiar with these terms but still need clarification about how they work. In this article, we’re discussing how they differ and how to apply each in the classroom.

What is formative assessment?

Formative assessment gauges a child’s understanding during the learning process. It helps teachers answer essential questions like: Is the learning on track? What teaching strategies should be removed or improved? For example, imagine teaching preschoolers numbers 1-10, but most didn’t grasp the concept. Formative assessment provides teachers with real-time feedback to recognize where the children are unable to grasp concepts and gives them data to address any issues immediately.

Formative assessment is primarily informal , which works great for preschoolers as they learn best through play, exploration, and interaction. Through daily interaction with and observation of the children, you can collect information on their accomplishments, needs, interests, social skills, and behavior.  You can assess their learning in various scenarios like group instruction and activities, center rotations, recess, lunch, and individually working with them.

Formative assessment helps preschool teachers adjust instruction to meet each child’s needs as they grow and change. For example, a child finding it difficult to grasp concepts from a workbook might benefit from using physical objects or playing a game. Common examples of formative assessment include observation, one-to-one conversations, and samples of children’s work.

What is summative assessment?

Summative assessment happens at the end of a learning period and evaluates cumulative learning. It helps teachers gauge a child’s understanding and proficiency after a unit, lesson, or semester. After the learning period, teachers grade a child’s performance against a standard or benchmark. For example, while using a preschool assessment form , the teacher may write the letter “M” to indicate a child has mastered the alphabet or “D” to show a child is still developing a specific skill, like counting up to 10.

Summative assessments affect a child’s ability to progress to the next level or unit. For example, you may need to repeat lessons for a child who hasn’t grasped some concepts. On the other hand, a child who has mastered the concepts will move on to the next learning level. Summative assessment also helps highlight gaps in the curriculum and instruction so teachers can recognize where they need to change teaching strategies.

Difference between formative and summative assessment

Now that you understand the meanings of formative and summative assessments, let’s look at what makes them different.

Formative assessment is generally low stakes , and is mainly done by observation and interaction. On the other hand, summative assessment is usually high stakes because it’s graded and tends to have consequences if a child hasn’t mastered key concepts.

Formative assessments are primarily informal, allowing children to participate without knowing they are being assessed. On the other hand, summative assessments can be graded in alignment with instruction goals and expected outcomes, and in some cases, the child might be aware that you’re assessing them.

The time frame is one of the most significant differences between these two types of assessment. Formative assessments happen during the learning period and are ongoing as the teacher deems appropriate. However, summative assessments are often one-off at the end of the learning period.

Formative assessment focuses on improving how a child learns. It helps monitor the child’s learning progress so that teachers can catch problems early and adjust their instruction method if necessary. Summative assessment focuses more on evaluating the overall understanding of what children have learned.

Formative assessment covers small areas of learning, while summative assessment covers a large portion of learning. For example, a teacher will monitor the performance of a child’s recognition of the number “1” when performing a formative assessment and test the child’s recognition of numbers 1-10 when conducting a summative assessment.

Examples of formative assessment in early childhood education

Preschool formative assessments help teachers monitor children’s physical, cognitive, and social-emotional development. Examples include:

Observation

Teachers must observe children to determine whether they engage in the lessons and grasp essential concepts. However, monitoring and observation shouldn’t be limited to the classroom but should also go onto the playground during recess. Two childhood observation methods you can use include anecdotal records and running records. Anecdotal records are brief notes taken by a teacher detailing a child’s actions and comments during an activity. These notes are typically written in past tense and answer the questions “what, where, and when” of a specific activity. Running record observations on the other hand are written in the present tense, offering a detailed account of a child’s actions and interests as they happen.

Teachers will have a general idea of a child’s development by observing their behavior, interests, social skills, academic accomplishments, and more. Monitoring will help teachers understand the child's needs and what areas to spend more time on. An excellent way for educators to keep their observations organized is to print index cards with space for details like the date, the child’s name, a skill you’re assessing, and observations.

Samples of children’s work

Samples of children’s work, like drawings, crafts, and paintings, help their families understand what the children are learning. It’s helpful to include a few notes to explain the sample so the family has context on what the child was doing or what skill they were learning. Save each child’s samples in an individual folder or box.

One-to-one conversations

One-to-one conversations are effective because you get the opportunity to  interact with the child directly and really understand what a child knows and how they came to that knowledge. To dig deeper into a child’s understanding, ask questions like “ How did you figure that out? ”,  “ Tell me how you know ”,  “ Why do you think that? ” Remember to follow these up with clarifying questions.

Family communication

Summative assessment examples for early childhood.

While formative assessments are typically preferred in early education settings, summative assessments can still be used to gauge a child’s overall development and understanding.

Progress report cards

Progress report cards give families a quick and clear look at what areas the child is excelling in and where they need to improve. Ensure that you cover the child's progress in the main developmental areas—language, social-emotional development, physical skills, and cognitive skills. Your specific program will determine how often you issue a progress report card, however, quarterly or semi-annually is a great place to start.

Hands-on performance tasks

Performance tasks are practical, simple, and straightforward tasks that allow children to put their knowledge to work. They can help teachers evaluate specific skills such as color knowledge, pattern skills, or counting skills. For example, if you want to assess color knowledge and pattern skills, place manipulatives of three different colors in front of the child. Then ask them, “ Can you put all the yellow bears together, all the blue bears together, and all the green ones together? ” You can also do the same for different shapes. 

A portfolio is a structured way to document a child’s learning progress and growth over a period of time. It can include any material that highlights a child’s development such as drawings or art samples, photographs documenting a specific activity, or descriptions of conversations with the child. The portfolio can be a digital collection of records, a physical portfolio, or a combination of both.

The bottom line

The importance of formative and summative assessment in early childhood education can’t be overstated. While formative tools are an assessment “for” learning, summative tools are an assessment “of” learning. Both forms are effective, especially when you use them together.

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• Centre for Education Statistics and Evaluation

Formative assessment practices in early childhood settings: evidence and implementation in NSW

This report was originally published 22 October 2020.

• Formative assessment practices summary (PDF 225 KB)
• Formative assessment practices report (PDF 4588 KB)

Formative assessment (FA) is an educational practice that has broad applicability and support. Most existing research has focused on children in school settings, despite the potential usefulness of formative assessment in early childhood education (ECE) for creating strong educational foundations.

This paper aims to support ECE practitioners and policy-makers by bringing together the available research on FA of children, contextualised to early childhood education in NSW. The first section describes what FA is and how it can be used in ECE settings. The second section looks at current and emerging evidence supporting FA practices in these settings. This section summarises the findings of a literature review by Macquarie University commissioned by the NSW Department of Education in 2019 into FA tools. The third section describes how four ECE services have embedded assessment for learning in their practices, based on interviews with service providers, centre directors, nominated supervisors, educational leaders and preschool room leaders. Finally, we consider the implications of the research for fostering greater application of evidence-based approaches in the NSW ECE sector.

Main findings

The Macquarie University researchers identified 22 FA tools supported by varying degrees of psychometric evidence. However, only three tools also had evidence of effectiveness against educator practice outcomes. None of the tools reviewed had been evaluated against teacher practice or student outcomes using rigorous methods.

The case studies of FA practices in NSW ECE services identified varied models of implementation. The services chose FA approaches, such as observations and checklists. Their choices of FA approaches were motivated by their philosophy, curriculum and families’ preferences.

Services relied on their educational leaders to train others in their assessment and planning approach. Services integrated formative assessment into their day-to-day practice to suit their particular operational conditions.

Services used information from assessments to formulate their programs, communicate with parents and carers, and to inform transition to school. Commercial apps were used extensively for these purposes.

The lack of quality evidence for the effectiveness of assessment tools indicates that there is not yet a tool that is ready to be applied more widely at this stage in NSW. More research into the effectiveness of different FA approaches is needed. The implementation of formative assessment in case study services was also highly context-specific.

Evidence-based approaches need to (a) be adaptable and flexible to the variety of contexts that ECE services operate in, (b) demonstrably link to the Early Years Learning Framework (EYLF) and (c) align with various reporting needs of ECE services in order to bridge the gap between evidence and practice in formative assessment.

Related resources

• NSW Preschool assessment study: Review of formative assessment practices in early childhood settings - a report prepared by Macquarie University which explores the ways NSW early childhood educators are using formative assessment in the services, to identify and plan for the individual learning needs of children to support a strong transition to school.
• Read more about formative assessment - Transition to school resources for educators .
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In This Article Expand or collapse the "in this article" section Assessment in Early Childhood Education

Introduction, purposes of assessment in early childhood.

• What Should be Assessed
• Assessment of , for , and as Learning
• Formative and Summative Assessment
• Authenticity of Assessment
• Fairness, Validity, and Reliability
• Assessment and Collaboration
• Assessment and Curriculum Review

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Assessment in Early Childhood Education by Claire McLachlan LAST REVIEWED: 21 April 2021 LAST MODIFIED: 27 April 2017 DOI: 10.1093/obo/9780199756810-0179

Assessment helps educators learn about children and identifies ways to support their learning and development. It helps educators become aware of children’s strengths and areas of their learning and development in which they may require further support and nurturing. As a relatively new field of study, early childhood teachers and researchers have had to consider whether the methods of assessment that have been used in the compulsory education sector are relevant or appropriate to assessment of children prior to school entry. As a result of reflection on the issues and challenges associated with assessing young children from birth to eight years of age, there has been a movement away from more standardized approaches to assessing children to understanding children’s learning, development and growth within the educational contexts in which they participate. This approach is in part because globalized communities are characterized by variations in socioeconomic and cultural diversity. It can be problematic to use assessments that might only be appropriate for measuring the learning and development of children who have cultural experiences that match what is measured on the test. Contemporary approaches to assessment, primarily drawing on ecological and sociocultural theorizing, are particularly focused on understanding the child-in-context. These approaches have been informed by new theoretical ideas about how children learn and grow, including the importance of participation in social and cultural contexts on learning. This article will examine some of the key issues associated with assessment of children, which include the purpose of assessment; what should be assessed; definitions of assessment of, for and as learning; formative and summative assessment; authenticity; validity and reliability; collaboration in assessment; and the relationship between assessment and curriculum evaluation.

Assessment can be defined as the gathering of information in order to make informed instructional decisions ( Snow and van Hemel 2008 ), and this is its key purpose in early childhood education. Assessment has several important purposes, including informing how teachers plan learning experiences, identifying areas of learning and development where children may need support or extension, to make valued learning visible, and integrating learning with curriculum and program provision ( National Association for the Education of Young Children 2003 ; Brassard and Boehm 2007 ). More broadly assessment can also be connected with evaluating the effectiveness of an early childhood program or school ( Bowman, et al. 2001 ). Assessment can be seen to be in the best interests of the child when involves families and leads to decisions that support children’s learning and social contributions and recognizes children’s strengths, needs, interests and preferences ( Bagnato 2007 , Nagle 2007 ). Assessment is also used to collaborate with families and other stakeholders with information about children’s learning and development and help overcome issues related to disadvantage ( Drummond 2012 ; Featherstone 2011 ; Siraj-Blatchford 2004 ). The following are useful sources for examining the purpose of assessment in early childhood.

Bagnato, S. J. 2007. Authentic assessment for early childhood intervention: Best practices . New York: Guilford.

States that assessment is critical for families in understanding their children’s progress and that assessment is also crucial for teachers in relation to program planning, monitoring, and evaluation.

Bowman, B., S. Donovan, and S. Burns. 2001. Eager to learn: Educating our pre-schoolers . Report of Committee on Early Childhood Pedagogy . Commission on Behavioural and Social Sciences and Education National Research Council. Washington, DC: National Academy Press.

Proposes a fourth reason for assessment: accountability. This purpose means assessments are conducted with children so that early childhood centers can demonstrate how they have been working with children and families to address governmental requirements associated with the provision of early childhood and/or primary education.

Brassard, M. R., and A. E. Boehm. 2007. Preschool assessment: Principles and practices . New York: Guilford.

Examines a range of topics in early childhood assessment, including purpose. Discusses appropriate measures and integrating data from a variety of sources, such as standardized testing, observations of children, parent and teacher interviews, and work samples. Practice guidelines and cases emphasize the importance of collaboration.

Drummond, M. J. 2012. Assessing children’s learning . London: David Fulton.

Drummond considers assessment should help teachers to “appreciate and understand what children learn” (p. 12), know children as individuals, and understand how they differ. Drummond considers assessment a critical aspect of providing quality education. Drummond’s perspective values knowledge of children’s interests, strengths, and needs as the basis for curriculum.

Featherstone, S. 2011. Catching them at it: Assessment in the early years . London: A & C Black.

Suggests teachers need to consider the purpose of assessment, and think about the audience and how to report assessment findings. Featherstone argues that teachers need to consider what the assessment is for and should also consider different approaches, their own beliefs, and the role of assessment in meeting children’s developmental and learning needs.

Nagle, R. J. 2007. Issues in preschool assessment. In Psychoeducational assessment of preschool children . Edited by B. A. Bracken and R. J. Nagle, 29–48. Mahwah, NJ: Lawrence Erlbaum Associates.

Suggests assessments is used to make decisions about children and should be systematic, multidisciplinary, and regular activities. The scope should be comprehensive, including developmental areas of motor skills, temperament, language, cognition, and social-emotional development. Purposes include eligibility for special programs, placement, screening, and evaluation of programs.

National Association for the Education of Young Children. 2003. Early childhood curriculum, assessment and program evaluation . Washington, DC: NAEYC.

Suggests three reasons why teachers should engage in assessment: to make sound decisions about teaching and learning, to identify concerns that may require focused intervention, and to improve curriculum planning and provision. When teachers know children’s strengths and weaknesses they can plan curriculum that supports learning.

Siraj-Blatchford, I. 2004. Educational disadvantage in the early years: How do we overcome it? Some lessons from research. European Early Childhood Education Research Journal 12.2: 5–19.

DOI: 10.1080/13502930485209391

Argues that effective early childhood provision cannot be achieved without the full participation of families, particularly in the case of boys. Involving families in assessment supports effective learning at home and in the early childhood setting and helps overcome disadvantage and the structural inequalities of SES, gender, and ethnicity.

Snow, C. E., and S. B. Van Hemel, eds. 2008. Early childhood assessment: Why, what and how . Report of the Committee on Developmental Outcomes and Assessment for Young Children for the National Research Council . Washington, DC: National Academies.

Proposes that assessment of young children should be evidentially based and be proven to be psychometrically sound, be appropriate to different ages and ethnic groups, and cover a range of domains related to children’s learning.

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Formative Assessment Practices In Early Childhood Settings

• Written by  Aussie Childcare Network Team
• May 24, 2023

In the early education context, assessment for learning is best practised as a “process of gathering and analysing information as evidence about what children know, can do and understand”, according to the EYLF. The approved learning framework is categorical that such assessment should be “part of an ongoing cycle that includes planning, documenting and evaluating”. Such ongoing processes lie at the heart of formative assessment practices. The following article provides information on What Is Formative Assessment Practices, Formative Assessment Regulatory Guidelines, and Benefits Of Formative Assessment and more. 

What Are Formative Assessment Practices?

In early childhood settings, formative assessment is a process whereby educators collect evidence of children’s knowledge and skills in order to guide and tailor instruction and better support each child’s learning and development. These assessments are ongoing and provide information at the start of school and throughout the year as children continue to develop knowledge and new skills. The essential characteristics of formative assessment can be summarised:

• as ongoing and not conducted as a one-time occurrence like, at the end of a school term or set period as happens in summative assessment.
• it takes place during the regular course of instruction rather than requiring students to take a test in an artificial setting like an ‘exam hall’
• since it is a process, it can focus on one skill or on several aspects of children’s development. This can include emotional skills and children’s approaches to learning in addition to cognitive skills such as language, literacy, and math.

Formative Assessment and Regulatory Guidelines

The EYLF does not specify the exact forms that such assessment should take place in the ECEC setting; instead, the Educators’ Guide to the EYLF suggests that educators use a range of assessment tools and methods and even sets out criteria for the selection of such tools. Thus to guide Assessment Practice, the tools should meet the criteria:

• Ethical assessment – the tools should provide children with opportunities to confidently demonstrate their capabilities
• Dynamic assessment – the tools should assess children’s learning in the context of meaningful, supportive and respectful interactions
• Forward-thinking assessment – the tools should have the ability to assess children’s potential, rather than just their actual development/learning
• Child-oriented assessment – the tools and methods should allow children to assess themselves

In the case of content, Assessment should match the curriculum; in other words, the content of the assessment should be appropriate and not too time-consuming; it should assess important skills or understandings that are rich, complex and integrated.

Assessment is a key feature of the National Quality Standard to ensure the achievement of quality education and care by early childhood service providers. Assessment for children’s learning is highlighted in Quality Area 1, Educational Program and Practice. In Standard 1.3 specifies expectations from Assessment and Planning, particularly that “educators and co-ordinators take a planned and reflective approach to implementing the program for each child”. This is achieved by three Elements:

• 1.3.1 - Assessment and planning cycle: Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. Element 1.3.1 is underpinned by National Regulation 74 Documenting of child assessments or evaluations for delivery of the educational programs.
• 1.3.2 - Critical reflection: Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
• 1.3.3 - Information for families: Families are informed about the program and their child’s progress.

Benefits of Formative Assessment

The embedding of an ‘ongoing cycle of assessment’ both in NQS and EYLF underlines the importance of Formative Assessment in early childhood education and care. This form of assessment is considered especially suitable for young children because of the following reasons:

• Formative assessment is learner-centred and strengths-based, within the context of play-based learning. It allows educators to focus on children’s strengths and interests in a range of developmental and learning domains, rather than on what they don’t know and what educators think they should know. For this reason, formative assessment is also suitable for use with children with a range of abilities.
• Formative assessment can be used to inform learning goals and activities in the immediate future. Since it is ongoing, different forms of such assessment like observations, learning stories and reflections, help in continuing the program planning process for educators, rather than waiting for the beginning of the next term.
• Formative assessment is more responsive to and inclusive of, children’s engagement and voices as compared to one-time and strictly standardised assessment practices. Through the use of tools such as mind maps, floor books and photographs taken by children themselves, they have the opportunity to view and revisit their learning and thinking; in this way, the formative assessment makes it possible for children to be engaged.
• Formative assessment allows ample room for collaboration with families. This can be done by sharing documentation with families and inviting feedback or asking parents to provide a set of goals for the child at the start of the year. Formative assessment processes help educators to learn from families what the children are interested in and what activities they like - indeed children at times may bring to class something they have done at home which then can be used with other children.

Formative Assessment Tools

Here are some common tools of formative assessment used in the ECEC setting:

• Learning stories – These are narratives created from structured observations, designed to provide a cumulative series of pictures about a child’s learning. Once educators observe ‘critical incidents’ or moments of significance in a child’s development, they describe and analyse these experiences to arrive at an understanding of the trajectory of the child’s learning as well as the pattern of their learning style and dispositions. A learning story can exist on its own though it is usual for educators to link together several consecutive narratives for a fuller picture of the child’s learning
• Learning notes - As opposed to the time-intensive process and narrative format of learning stories, learning notes are shorter jottings that provide educators with a quicker, accurate description of an event, a comment interpreting the learning, and a brief outline of the next steps.
• Portfolios – these are one of the most effective ways to note changes in children’s skills and abilities over time and could demonstrate children’s progress. Portfolios can include a variety of assessment methods like observations, photos and samples of children’s work which in turn can include drawing, art, craft and even budding literacy skills like writing.
• Photographs – among the most popular methods of documentation, photographs are easy to use and suitable for children with a range of abilities or children who do not have English as their home language. They can be used to inform the writing of a Transition to School statement and for assessing children’s learning in relation to the EYLF Learning Outcomes. capturing a series of photos can document a child’s learning over time and make it easier to share with parents too. However, photographs should not replace the centrality of children’s own work samples.
• Floorbooks – This is a relatively recent early childhood educational approach that uses a large book with blank pages for children to record different aspects of their learning in small groups or as a whole class. Children draw pictures of what interests them or is related to what they have been learning; they put stickers or cut-out pictures and then glue them on the book; they write about their favourite topics, objects or feelings. Such images and drawings make children’s ideas clear and visible while their writings help them refine their own concepts.
• Daily journals that record children’s daily routines and experiences are yet another type of formative assessment tool. These can be used to record children’s interests and ideas, complemented with educators’ reflections.
• Checklists – Formative assessment need not include only subjective tools of assessment. They can also include more structured tools such as checklists. They may be standardised by regulatory bodies such as the school readiness checklist or designed by the service for its unique context. Such type of assessment can also include:
• Child-completed assessments, for example, checklists, drawings or work samples that include skills-related tasks, such as drawing shapes, or cutting shapes and pasting them onto a similar shape. These help educators to see where children are at, at that stage and what they may need to work on, such as scissor grip.
• Parent-completed assessments like ‘All about me’ forms; are completed by families at the beginning of the year these forms gather information from the family about the child’s interests, and strengths as well as their own goals and aspirations for their child.
• Developmental milestone checklist to identify children with developmental or learning difficulties, facilitating conversations with families about developmental/learning concerns as well as tracking change or progress in children’s development or learning.
• Individualised or personalised learning plans – These are designed according to a child’s interests, strengths, what children are working towards, and parent goals Examples are individual education plans (IEP) and early intervention plans for children with additional needs.
• Digital apps – Such digital assessment tools are not only flexible and creative, but the structure also assists educators to write their assessments of children’s learning besides allowing the opportunity to use videos and photos to document learning. Additionally, digital platforms make it easier to share documentation with parents who also get the space to provide comments. From the point of service view, digital apps are versatile and accessible throughout an entire service and can provide a central database of information. 

Further Reading

The National Quality Standard and Elements - The following is a quick reference guide for educators that lists the standards and elements that apply to each quality area. 

How To Achieve QA1 - The following is a list of outcomes under each element within QA1, that can help services identify if they are achieving Quality Area 1. It also includes documentation to support each element. This list can be used as a guide for Self-Assessment purposes and the development of the Quality Improvement Plan.

Observations in Childcare - The following article is a guide on how to write observations. 

Different Types Of Observation Methods - The following article provides different types of observation methods that can be used to observe a child. 

References: Formative Assessment Practices In ECEC Settings In NSW, Department Of Education NSW Formative Assessment Practices In Early Childhood Classrooms, Regional Educational Laboratory Program

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Formative Assessment

Points to Consider for Policy Makers, Teachers, and Researchers

April 16, 2014

Shannon Riley-Ayers

Formative assessment is one area in early childhood education where policy is moving at lightning speed. There’s been a lot of support for the appropriateness of this approach to assessment for young learners. Many policy makers and data users have “talked the talk,” perfecting the lingo and pushing the implementation of policies for this approach. Yet there are essential questions to consider when rolling out a plan or process for a state. In the brief released by the Center on Enhancing Early Learning Outcomes ( CEELO ), I outline several considerations for policy makers in moving such initiatives. They’re briefly outlined below, along with considerations for teachers and researchers.

For Policy Makers

Policies around formative assessment in early childhood education will be most successful when the below “top 10” items are considered thoughtfully before implementing.

Overall Considerations for Policymakers Responsible for Formative Assessment Systems

• Does the purpose of the assessment match the intended use of the assessment? Is it appropriate for the age and background of the children who will be assessed?
• Does the assessment combine information from multiple sources/caregivers?
• Are the necessary contextual supports in place to roll out the assessment and use data effectively? (e.g., training, time, ongoing support)
• Does the assessment have a base or trajectory/continuum aligned to child developmental expectations, standards, and curricula?  Does it include all key domains?
• Does the assessment have a systematic approach and acceptable reliability and validity data?   Has it been used successfully with similar children?
• Are the data easily collected and interpreted to effectively inform teaching and learning?
• What technology is necessary to gather data?
• Are the data useful to teachers and other stakeholders?
• What are the policies for implementation and what is the roll-out plan for the assessment?
•  Will data be gathered and maintained within FERPA and other security guidelines? Are there processes in place to inform stakeholders about how data are being gathered and held securely to allay concerns?

I encourage all stakeholders in assessment (policy makers, administrators, parents/caregivers, etc.) to exercise patience with teachers learning the science of this process and perfecting the art of implementing such an approach. Although many effective teachers across the decades have been doing this instinctively, as we make the approach more systematic, explicit, and transparent, teachers may have a steep learning curve. However, with the considerations above as a part of the decision-making process, teachers will find it easier to be successful.  This policy report provides a guide and framework to early childhood policymakers considering formative assessment. This guide provides a practical roadmap for decision-makers by offering several key questions to consider in the process of selecting, supporting, and using data to inform and improve instruction.

For Teachers

The intent of formative assessment is to implement the process of using data (observation or other) to inform individualized instruction. The link between this type of embedded assessment and instruction should be seamless. Teachers work with great effort at this on several different levels. Effective early childhood teachers:

• use immediate feedback from children in the moment and adjust the interaction based on this feedback.
• collect evidence over time to evaluate the child’s growth and to plan long-term learning goals. These goals are reviewed periodically and adjusted based on new evidence.
• look at aggregate data across their classrooms.  They examine the data for trends and self-reflect on their teaching practices based on what the data are showing.

For Researchers

We must move forward by setting a strong research agenda on the effects of formative assessment in early childhood classrooms–and not allow policy to outpace research.  We need further research around using formative assessment processes to collect, analyze, and use the data to improve teaching and learning in the early childhood classroom. This must first include randomized trials of formative assessment, to examine the impact on classroom quality and child outcomes. The field needs a clear understanding of how teachers are trained and supported in collecting and using the data, and just what supports are needed for success. This should be coupled with a qualitative understanding of how teachers are using data in their classrooms. Finally, an understanding of who is using the data, in what capacity–and how it fits within the larger assessment system–should be components of any examination of formative assessment.

– Shannon Riley-Ayers , Assistant Research Professor, NIEER and CEELO

About NIEER

The National Institute for Early Education Research (NIEER) at the Graduate School of Education, Rutgers University, New Brunswick, NJ, conducts and disseminates independent research and analysis to inform early childhood education policy.

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When an assessment system works to improve learning: the case of Sobral

Diego luna-bazaldua, louisee cruz.

Students in the Brazilian municipality of Sobral have made remarkable progress in foundational learning, surpassing national trends. Systematic learning assessments and the accountability they foster are central to this success. Let’s take a closer look at Sobral’s education reform.

In 2005, student learning outcomes in Sobral lagged behind the national average. Yet, through the right policy reforms and targeted interventions, Sobral not only reversed this trend but also significantly accelerated learning, even after adjusting for learning losses due to the COVID-19 pandemic.

A model for education reforms

Sobral's education reforms have become a model for other sub-national governments in Brazil, including its state, Ceará. The reform package in Ceará focused on financial incentives for municipalities to improve literacy outcomes in early primary grades, technical assistance to municipal school networks to strengthen literacy instruction, municipality autonomy and decentralized management of primary and lower secondary education, and establishing monitoring systems to track education outcomes, including student learning. Students have benefited from these systemic reforms, resulting in elevated standards of educational services conducive to their academic achievements.

Figure 1. Change in education quality index (IDEB) scores in grade 5 for Brazil, the state of Ceará, and the municipality of Sobral. 

Figure 2. Change in education quality index (IDEB) scores in grade 9 for Brazil, the state of Ceará, and the municipality of Sobral. 

A cornerstone of success has been the implementation of multiple learning assessment activities to understand what students know and can do, and the effective use of assessment results in improving learning outcomes. In Sobral, learning assessments are used to monitor students' literacy and numeracy skills, adjust instruction, and provide supplementary learning resources and remedial education for students in need.

Learning assessment results are also utilized to set learning targets for schools, ensure accountability for continuous improvement, and tailor in-service training for school leadership. Furthermore, assessment results are used to provide financial incentives to high-performing teachers and schools, allocate additional financial support for schools not reaching specific targets, and hold officials from the municipal department of education accountable for poor performance.

How does Sobral's learning assessment system work?

Sobral employs various learning assessments to monitor learning progress for different purposes.

1. Classroom assessments . All schools use formative classroom assessments to continuously monitor student learning, provide feedback to students, and coordinate with literacy and numeracy specialists to assist with remedial education for students in need. Teachers are guided on how to use the results of classroom assessments to modify their instruction to meet students at their ability level, address student misconceptions, and focus teaching on areas where students require support. Teachers and students also receive materials, including textbooks, teacher guides, and lesson plans that include activities to assess student understanding.

2. Municipality-level large-scale assessments . Sobral conducts census-based assessments twice a year to inform about students' progress in foundational literacy and numeracy skills. Schools and teachers receive a report with individualized information about each student's progress and additional guidance on expected learning targets to be reached by the end of the academic year. Schools must act on these results to ensure students reach these targets.

3. State-level large-scale assessments . Since 1992, Ceará has conducted an annual, census-based literacy and numeracy assessment. Top-performing schools receive financial awards from the state government, and those lagging also receive grants for improvement. These assessments enable monitoring and comparing student learning progress over time, which is important to inform whether Ceará and its municipalities show learning gains, stagnation, or losses from one assessment round to the next.

4. Federal-level large-scale assessments . Since the late 1980s, Brazil has conducted national assessments to monitor learning levels in language, mathematics, and, more recently, the sciences. These results are used to compute a school-level quality indicator for all public schools to promote accountability (see Figures 1 and 2). The National Assessment of Basic Education (SAEB) includes context questionnaires to understand the impact of additional factors on student achievement. SAEB also allows for temporal comparability of results to monitor learning progress over time.

Table 1. Learning assessment types in Sobral and their key differences

In addition, Brazil participates in regional and international assessments and carries out high-stakes national exams.  These assessments also provide additional information about student learning outcomes. 

Regional and international assessments . Brazil participates in cross-national studies to obtain comparative information on student achievement, including the Program for International Student Assessment (PISA) , Comparative and Explanatory Regional Study (ERCE) , Progress in International Reading Literacy Study (PIRLS) , and Trends in International Mathematics and Science Study (TIMSS) .

High-stakes exams . The National High School Examination (ENEM) is used to monitor high-school learning, admit students into federal public universities, and provide an input for the higher education scholarship program. Given the exam’s relevance, Sobral also conducts an exam preparatory course open to all youth living in the city.

Leveraging assessment results for quality improvement and accountability

Sobral places significant emphasis on learning assessments for continuous improvement and accountability, utilizing the results to make informed decisions and promote activities aligned with the broader goals of the education system. In this sense, these assessment activities help Sobral set clear learning targets for the local education system, guide the development and revision of teaching and learning materials, inform the professional development needs of teachers, and support remedial education and extracurricular activities for students who need additional assistance.

Moreover, the case of Sobral demonstrates how effectively using assessment results can cultivate a culture of accountability within an education system.  Teachers, school principals, and policymakers in Sobral are held to high standards to achieve specific learning targets and are supported when they fail to meet specific learning targets. This accountability framework also includes rewarding teachers for outstanding performance by their students through bonuses and recognizing performing teachers through public events to make the teaching profession more attractive.

While other education systems may not directly replicate Sobral’s experience, one important lesson is to develop an assessment system that continuously monitors learning and uses data to improve student learning outcomes. Policymakers from other countries should also recognize the importance of tailoring assessment systems to their unique contexts to implement learning assessment activities effectively. 

This blog was produced with support from the  Foundational Learning Compact , a World Bank multi-donor umbrella trust fund for early childhood, primary and secondary education.

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Elektrostal , Moscow Oblast, Russia

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40 facts about elektrostal.

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Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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