Assessment For Childrens' Learning And Development

Assessment of children’s learning and development is crucial in understanding their capabilities and what they can do and what they can learn. Observation and assessment of their individual capabilities and knowledge can help in overall planning and provision of support throughout their learning process (Neaum, 2019). The purpose of this essay is to discuss the assessment of learning and development; assessment for learning and development and assessment as learning. I will provide examples from my early childhood settings which will help in understanding how each example supports the understanding of a child’s learning and development. This reflection process will help me focus on my goals, continuous monitoring of my goals, focus
on
informed
judgements
about
practice, open-minded attitudes, re-frame my practice in light of evidence-based and research-based reflection, conversations with other parties, defend or challenge my existing practice and making informed judgements (Marbina et al., 2012; Pollard, 2002). 

Educators in schools and learning and development institutes develop and implement policies and programs to meet the needs and interests of children, and provide them a safe and trustworthy environment, to nurture their learning for future professional development. They focus on engaging in continuing efforts to improve children’s skills and capabilities, for which they require research, to reveal elements through which professional development could be supported. Sheridan et al. (2009) has discussed this in their paper while also highlighting that the strategies used for revealing the elements of professional development include “…demonstration, observation, practice, feedback, direct and indirect guidance, reflection, scaffolding, and collaborative study…”. Moreover, the writers also state that the timing and intensity of these strategies are also important, such as, feedback and/or personal reflections for an early childhood educator. 

The role of assessment here is essential, as it is a procedure through which information is collected and analysed as evidence, about what children know, can do and understand. It is a part of the process of planning, documenting and evaluating children’s learning (DEEWR, 2009; Dunphy, 2010). Educational and development institutes use the information gathered to shape up the strategies at each level of the education systems (OECD, 2008). Literature shows that assessment of children’s actions and words has been promoted by watching, listening and reflecting (Dunphy, 2010; Helm and Snider, 2020). Educators assess children in multiple settings, and then observe them to drive their learning experience to support their progress and promoting their independence (Helm and Snider, 2020). 

NQS helps families to make informed decisions about the educational and care services that are being provided to the children. It is connected to the national learning frameworks that ensure that children start learning from birth. It has 7 quality areas that are important for outcomes of children (Fairfield City Council, 2020):

1. Educational Program and Practice – ensures development of children’s skills and competencies in educational institutes and programs. The educators facilitate through thoughtful decisions, interactions, and feedback and promote their autonomy. They use a planned and reflective approach in implementing the strategies and informing the families of children’s progress. 
2. Children’s Health and Safety – the wellbeing of children is ensures through health practices and procedures and their protection is maintained through effective planning and management.
3. Physical Environment – the environment in which children earn and develop is designed with appropriate facilities which promote competence, exploration and play-based learning. Through mutual respect, collaboration and guidance of professional standards.
4. Relationships with Children – positive children and educator relationships are maintained enhancing their collaborative learning and self-regulation.
5. Collaborative Partnerships with Families and Communities – families from all backgrounds are supported and respected and are informed with decisions, enhancing children’s learning and wellbeing.
6. Leadership and Service Management – roles and responsibilities are clearly defined, effective management is practised and a statement of philosophy is used which guides all services. Positive organisational culture and professional learning community is promoted by effective leadership. Educators and staff are regularly evaluated and monitored for learning and development.