Leveraging Assessment to Promote Kindergarten Learners' Independence and Self-Regulation within Play-Based Classrooms

Autor/inn/en	DeLuca, Christopher; Pyle, Angela; Braund, Heather; Faith, Laurie
Titel	Leveraging Assessment to Promote Kindergarten Learners' Independence and Self-Regulation within Play-Based Classrooms
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 4, S.394-415 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeLuca, Christopher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2020.1719033
Schlagwörter	Student Evaluation; Kindergarten; Young Children; Personal Autonomy; Self Control; Play; Formative Evaluation; Foreign Countries; Evaluation Methods; Metacognition; Student Behavior; Interpersonal Competence; Preschool Teachers; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Frühe Kindheit; Individuelle Autonomie; Selbstbeherrschung; Spiel; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student behaviour; Schülerverhalten; Interpersonale Kompetenz; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Kanada
Abstract	Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children's learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01