Investigating Documentation and Assessment Practices of Early Childhood Teachers

Abstract

This study aimed to investigate early childhood teachers' experiences of documentation and assessment practices. The study was conducted with 15 early childhood teachers. Semi-structured interview protocol was used for the data of study, in which the phenomenological design was utilized with an exploratory nature. The participant teachers' observation and documentation processes and practices, planning through assessment, and sharing assessment data were the major themes of the findings of this study. It was found that there were important differences in teachers’ assessment practices. Teachers’ use of assessment in their daily routines provided important messages about their professional understanding of teaching and learning. Although observation was a key aspect of teachers’ practices, which they mostly conducted during free play times, teachers’ use of observation and assessment data indicated differences. The study concluded with a discussion on suggesting developing teachers’ documentation and assessment skills through effective professional learning.

Keywords

• early childhood education
• assessment
• documentation
• formative assessment
• data-driven planning
• erken çocukluk eğitimi
• değerlendirme
• dokümantasyon
• biçimlendirici değerlendirme
• veriye dayalı planlama