Teachers and educators assess children’s learning to establish where children are at relative to an aspect of their learning. Children should be active in assessment processes and be provided with multiple opportunities to show what they know, understand and can do. Their learning may be assessed using a range of strategies as part of everyday play, inquiry, projects, routines and transitions through planned and spontaneous experiences. Assessment strategies are inclusive of children’s diverse cultures, languages and capabilities. Teachers and educators make professional judgments about assessment information to document, showing each child’s participation in the kindergarten program and their progress toward learning priorities.
Assessing learning is part of an ongoing, strengths-based planning process that includes:
- gathering evidence about and documenting what children know, understand and can do across the five learning and development areas
- analysing and evaluating evidence of learning to identify children’s capabilities, progress and priorities for further learning, development and wellbeing
- planning and implementing opportunities to consolidate, enrich and progress children’s learning, development and wellbeing in relation to identified learning priorities
- critically reflecting on evidence of learning, practices and feedback provided by educators, parents/carers, family and community members, and professional partners.
Assessment for learning
Assessment for learning is often referred to as formative assessment. It is an ongoing process of identifying what children know and can do, and engaging in responsive planning and decision-making about what children are ready to learn next. This process informs planning and practice that encourages, challenges and extends children’s learning, development and wellbeing.
Assessment of learning
Assessment of learning is often referred to as summative assessment. It provides a snapshot of learning at a point in time, e.g. mid-year or upon transition to school. Evidence of children’s learning over time is reviewed and used to make professional judgments about progress toward identified learning priorities. This enables teachers and educators to describe and share children’s learning, development and wellbeing, acknowledging the learning journey to that point in time.
Assessment as learning
Assessment as learning enables children to be active participants in reflecting on their own learning. Teachers and educators guide children to reflect on their strengths and achievements in learning and consider ways to build on their knowledge, skills, or dispositions. This supports children to develop an understanding of themselves as engaged and capable learners.
- Last updated:
- 31 July 2024
