An Adaptation and Validation Study of an Observation-Based Assessment in Early Childhood Education

• In Event: Equity-Oriented Assessment Contexts

Abstract

21st century skills such as thinking are vital for all children for success in school and life. However, children with additional learning needs can lack access to quality early childhood education to experience and develop such skills. One reason has been that educators have lacked the resources to support the meaningful inclusion of children with additional learning needs. The study described in this paper aimed to support educator practice by adapting an assessment based on a learning progression to describe the trajectory of thinking skills of children with additional learning needs in an early childhood setting. The study provided evidence for the validity of an assessment approach to support the targeted instruction of thinking based on educator observation.

Author

• Toshiko Kamei, University of Melbourne