Assessment at play: Championing the capacities of children and empowering the mathematical pedagogue

Background: The role of assessment in providing the pedagogue with high-quality information of the child’s capacities is beneficial, if not critical, to quality practice and intentionality that responds appropriately to each child. Yet misunderstanding surrounding assessment use and a lack of tools to support assessment in play-based environments means many educators find it difficult to reconcile within philosophies of child-centred pedagogy. Assessment that provides opportunities for educators to recalibrate their assumptions and expectations of children by showcasing their true capabilities and represents their thinking in important domains of mathematics is needed.
When educators are empowered to develop a more attuned lens through quality assessment practice, they can identify children’s true mathematical capabilities and capacities, develop a deeper knowledge of content and skills, and exhibit a strengthened ability to plan thoughtfully to enhance the child’s learning.
Aim: This presentation draws from research findings from a newly developed play-based numeracy assessment, the Numeracy and Mathematics Block-Based Assessment (NUMBBA), which was introduced to 16 educators to use with children. The measure aims to embed formative assessment practice within multiple pedagogies for play and learning. This was part of a larger mixed methods PhD program of research that involved the development and evaluation of NUMBBA.
Method: This study was designed to capture rich data exploring the perceived impact from the use of a play-based formative assessment tool on educators’ knowledge, attitudes, and practice. Participants were 16 educators from five ECEC services in regional NSW who were invited to participate from a pool of services who had expressed interest in being involved in the study at an
Early Childhood Australia conference in 2018. Educators were trained in the use of NUMBBA, with informed written consent sought from parents and educators, and verbal assent from children.
Data were drawn from semi-structured interviews conducted via zoom, which occurred 8–10 weeks post assessment. The study was reviewed by the University of Wollongong’s Human Research Ethics Committee (Social Sciences, HE2019/348).
Results: The findings revealed shifts in educators’ knowledge of mathematics, perceptions of children’s abilities, attitudes towards mathematics and assessment, and approaches to pedagogy and practice. Educators identified key components conducive to embedding assessment effectively into ECEC contexts. NUMBBA challenged educators’ perceptions of children’s abilities and showcased children’s capacities in patterning, symmetry, and number sense. As a result, educators prioritised mathematical explorations with children, noticed more opportunities for deep exploration in their intentional pedagogy, held higher expectations and moved children beyond basic numbers and counting.
Conclusions: The findings from this study contribute to an emerging narrative around the value and place of formative assessment within ECEC. This discourse has focused on play-based assessment to support early childhood educators’ knowledge of a child’s development, their own knowledge and attitudes towards assessment, as well as their pedagogical intentionality.
Implications for children and families: Play-based assessment provides opportunities for you to showcase your true capabilities in mathematics through play.
Implications for practitioners: Play-based assessment should not feel like an assessment, should be fun and engaging and provide opportunities for you to notice children’s true mathematical capacities.