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Assessment practices in the early years

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Presentation on theme: "Assessment practices in the early years"— Presentation transcript:

1 Assessment practices in the early years
Published by the Victorian Curriculum and Assessment Authority Level 1, 2 Lonsdale Street Melbourne VIC 3000 ISBN: © Victorian Curriculum and Assessment Authority 2014 No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. For more information go to: The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please the Copyright Officer: Copyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials. The VCAA logo is a registered trademark. For further information, contact the Copyright Officer:

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. Slide 2

3 Frameworks and resources
Slide 3

4 Continuum of learning from birth to eight years
Slide 4

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) Slide 5

6 Evidence Collection: the Planning Cycle
Using evidence to inform: children’s learning and development early childhood professionals’ practice. Slide 6 The Early Years Planning Cycle is a resource to support documentation of children’s learning:

7 Assessment for learning and development: Practice approaches
Slide 7

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. Slide 8

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. Slide 9

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 judgment about future learning collecting and reflecting on evidence in an ongoing way to measure growth and progress and identify early referral where appropriate. Slide 10

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. Slide 11

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. Slide 12

13 Demonstrating leadership and proactively supporting colleagues
understanding and communicating reform initiatives, 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. Slide 13

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? Slide 14

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) DEECD Early Childhood resources VEYLDF Resource Kit (DVD) Educator’s Guide to the Early Years Learning Framework for Australia _framework_for_australia.pdf ACECQA National Quality Standards Australian Early Development Index Early Years Learning Framework Framework for School-aged Care Kit/my_time_our_place_framework_for_school_age_care_in_australia.pdf Slide 15

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 Kerryn Lockett Program Manager, Early Years Slide 16

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