Assessment Task: Using Assessment to Enhance Children’s Learning in Early Childhood Settings

Unit context

This assessment is designed for students enrolled in an initial teacher education or postgraduate program in Early Childhood Education and Care (ECEC), Early Childhood Education (EDEC/EDUC), Early Care and Education, or related Human Development and Family Science fields. The task focuses on how assessment practices can be used to understand, document, and extend young children’s learning within play-based and relationship-rich environments.

Assessment overview

You will prepare a written assessment task (1 500–2 000 words) that critically analyses and designs assessment for learning practices in an early childhood setting (birth–5 or early years of school). Drawing on observation, documentation, and relevant curriculum/learning frameworks, you will demonstrate how assessment can inform pedagogical decision-making, communicate with families, and support equitable outcomes for diverse learners.

Task focus

• Assessment for learning in early childhood contexts (ongoing, formative, embedded in daily practice).
• Use of observation and documentation (e.g., learning stories, anecdotal records, work samples, photos) as assessment evidence.
• Interpretation of assessment information to plan next steps in learning for individual children and groups.
• Ethical, culturally responsive, and inclusive assessment that recognises children’s strengths and funds of knowledge.

Assessment task description

Part A: Context and assessment approach (approx. 500–600 words)

1. Select a real or realistic early childhood setting (e.g., community-based long day care, preschool/kindergarten, foundation year classroom) and briefly describe:
   • Age range and key characteristics of the children (including diversity in language, culture, ability, or additional needs).
   • Curriculum or learning framework used in the setting (e.g., EYLF, state/territory framework, or equivalent).
   • Current assessment practices in the setting (how, when, and why children are assessed).
2. Explain what is meant by assessment for learning in early childhood education and justify why this approach is particularly important in play-based, relationship-centred programs.

Part B: Designing an assessment for learning cycle (approx. 800–1 000 words)

1. Using a sample of three children (real or composite, with pseudonyms), design an assessment cycle that includes:
   • At least four documented observations per child (e.g., brief learning stories, anecdotal records, or annotated work samples).
   • Analysis of each observation using relevant learning outcomes, principles, or goals from your chosen framework.
   • Identification of each child’s strengths, interests, and emerging capabilities across at least two domains (e.g., language and literacy, mathematics, socio-emotional, physical, creative).
2. Develop a brief summative assessment statement for each child that synthesises the collected evidence and clearly articulates what the child knows, can do, and is ready to learn next.
3. Propose targeted learning goals and outline two play-based or inquiry-focused experiences for each child (or small group) that respond to the assessment evidence and promote progression in learning.

Part C: Critical reflection on assessment practice (approx. 300–400 words)

1. Critically evaluate how your assessment cycle:
   • Supports children’s agency and voice in assessment processes.
   • Engages families and, where relevant, other professionals in interpreting documentation and planning next steps.
   • Addresses issues of equity, inclusion, and cultural responsiveness for children with diverse identities and learning needs.
2. Identify challenges you anticipate in implementing assessment for learning in busy early childhood settings and briefly suggest strategies to address these challenges, drawing on relevant scholarly literature.

Assessment requirements

• Length: 1 500–2 000 words (excluding reference list and any observation templates or appendices).
• Use a minimum of five recent, peer-reviewed or scholarly sources (2018–2026), plus relevant curriculum/learning framework documents.
• Apply a consistent academic referencing style (e.g., Harvard or APA) as required by your program.
• Write in formal academic prose, using pseudonyms for any real children, families, or settings.

Suggested marking criteria (rubric focus)

Criterion 1: Conceptual understanding of assessment for learning (25%)

• Clarity and accuracy in defining assessment for learning in early childhood contexts.
• Depth of understanding of formative, ongoing, and strengths-based assessment practices.
• Effective integration of relevant frameworks, policies, or principles.

Criterion 2: Quality of assessment design and documentation (35%)

• Relevance and richness of observations and documentation as evidence of children’s learning.
• Strength of analysis linking evidence to learning outcomes and identifying strengths, interests, and next steps.
• Alignment between assessment evidence, planned goals, and proposed learning experiences.

Criterion 3: Critical reflection, equity, and professionalism (25%)

• Insight into ethical, cultural, and inclusive dimensions of assessment in early childhood settings.
• Consideration of children’s and families’ voices in assessment processes.
• Thoughtful discussion of challenges and realistic strategies for improvement, grounded in research.

Criterion 4: Academic communication and referencing (15%)

• Clear, coherent academic writing and logical structure across Parts A–C.
• Accurate and consistent use of the required referencing style.
• Appropriate selection and integration of scholarly and framework sources.

Students examine how observation-based assessment can inform responsive planning and support each child’s learning trajectory in play-based early childhood environments. The paper analyses authentic documentation samples, connects them to framework outcomes, and constructs targeted next-step goals for three focus children. The task evaluates how assessment for learning can be used ethically and inclusively to strengthen partnerships with families and promote equitable opportunities for diverse learners.

References

• DeLuca, C, LaPointe-McEwan, D & Luhanga, U 2018, ‘Teacher assessment literacy: A review of international standards and measures’, Educational Assessment, Evaluation and Accountability, vol. 30, no. 3, pp. 213–232.
• Pastori, G & Mangiatordi, A 2022, ‘Documenting assessment for learning in early childhood education’, Journal of Early Childhood Research, vol. 20, no. 3, pp. 315–331.
• Fleer, M 2020, Playworlds, pedagogies and professional learning in early childhood education, Springer, Singapore.
• Hopwood, N, Edwards, A & Kervin, L 2023, ‘Professional learning in early childhood teacher education: Practice architectures and practice-changing practices’, Teaching and Teacher Education, vol. 124.
• McLachlan, C, Edwards, S, Margrain, V & McLean, K 2018, Early childhood education: Learning and teaching in the early years, 3rd edn, Cambridge University Press, Melbourne.