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Assessing early learning through formative assessment: key issues and considerations

Dunphy, Elizabeth (2010) Assessing early learning through formative assessment: key issues and considerations. Irish Educational Studies, 29 (1). pp. 41-56. ISSN 1747-4965

At all levels of education the assessment of learning is generally regarded as an integral part of teachers’ work. For early childhood teachers, i.e., those who work with children in the age-range birth to six years, there are very particular considerations arising from the characteristics of young learners and the nature of early learning. This paper reviews the research on formative assessment of early learning and development. In doing so, it explores important theoretical constructs related to early learning and synthesises research related to key aspects of young children’s learning. It discusses the methods that are most useful for developing rich pictures of early learning and development. Some of the challenges inherent in formative assessment in early childhood settings are also outlined and discussed.
Item Type:Article (Published)
Uncontrolled Keywords:formative assessment; early childhood and development; professional knowledge; ethics
Subjects:Social Sciences > Education
Social Sciences > Teaching
DCU Faculties and Centres:DCU Faculties and Schools > Institute of Education > School of Language, Literacy, & Early Childhood Education
Publisher:Taylor and Francis
Official URL:http://dx.doi.org/10.1080/03323310903522685
Copyright Information:© 2011 Taylor & Francis. This is an electronic version of an article published in Irish Educational Studies is available online at: http://dx.doi.org/10.1080/03323310903522685
Use License:This item is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 3.0 License. View License
ID Code:21496
Deposited On:05 Dec 2016 17:09 by Thomas Murtagh . Last Modified 02 Mar 2022 13:00

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