Formative assessment in play: Through the eyes of the early childhood practitioner

Joanne Grimmond

Formative assessment in play: Through the eyes of the early childhood practitioner

Joanne Grimmond

Education

Research output: Other contribution to conference › Presentation only › peer-review

Abstract

Recent research suggests there are inconsistencies in the practice of play-based pedagogy, assessment, and the role of assessment to inform intentional teaching. Formative assessment can be effectively embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times there has been growing recognition of the importance of mathematics learning in early childhood education. In fact, clear evidence demonstrates the relationship between a strong mathematical foundation in the early years, and a strong predictor of mathematical success in the primary years of schooling and beyond; in particular the constructs of patterning, symmetry and number sense. Block play provides a rich, play-based environment for numeracy and mathematical concept acquisition and learning, which is enhanced with the presence of an intentional pedagogue.
This presentation introduces a newly developed measure to assess mathematical concept knowledge and numeracy skills of preschool aged children: the Numeracy and Mathematics Block-Based Assessment (NUMBBA). The measure aims to embed formative assessment practice within multiple pedagogies for play and learning. This was part of a larger mixed-methods study which involved the development and evaluation of NUMBBA. The results of the qualitative component of this study examined how this validated tool was used by 16 early childhood educators. The current presentation focuses on the perceived impact of using this tool on educator knowledge and practices. Findings revealed shifts in educators: (a) knowledge of mathematics; (b) perceptions of children’s abilities; (c) attitudes towards mathematics and assessment; and (d) approaches to pedagogy and practice. These findings offer encouraging support for this formative assessment that is not only accessible, acceptable and actionable by practitioners, but is a catalyst for expanding knowledge, attitudes and mathematical pedagogy.

Original language	English
Publication status	Published - 2022
Event	Early Childhood Australia National Conference 2022 - Virtual, Canberra, Australia Duration: 05 Oct 2022 → 08 Oct 2022 https://www.ecaconference.com.au/2022/ (Conference website) https://www.ecaconference.com.au/2022/wp-content/uploads/sites/5/2022/10/CON-22-051-ECA-National-Conference-2022-Program-at-a-glance-V17.pdf (Program)

Conference

Conference	Early Childhood Australia National Conference 2022
Abbreviated title	Passion to Power: Our future profession
Country/Territory	Australia
City	Canberra
Period	05/10/22 → 08/10/22
Other	As we gather in Canberra, the seat of government, it is timely to reflect on how far we, as early childhood professionals, have come—from the visionary and passionate women of the 1920s to the competent and qualified educators of the 2020s—and where we hope to go next. Now is the time to design and plan our future. Let’s consider how we can move beyond just being viewed as ‘essential workers’ and position ourselves as thought leaders and powerbrokers. In keeping with the broader theme of reflecting on the past to design the future of the profession, the insights and knowledge shared by keynote speakers from past ECA conferences will serve as inspiration for the 2022 presentations.
Internet address	https://www.ecaconference.com.au/2022/ (Conference website) https://www.ecaconference.com.au/2022/wp-content/uploads/sites/5/2022/10/CON-22-051-ECA-National-Conference-2022-Program-at-a-glance-V17.pdf (Program)

Assessment at play: Championing the capacities of children and empowering the mathematical pedagogue
Grimmond, J., 2024, p. 61-62. 2 p.
Research output: Other contribution to conference › Abstract › peer-review

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Cite this

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AB - Recent research suggests there are inconsistencies in the practice of play-based pedagogy, assessment, and the role of assessment to inform intentional teaching. Formative assessment can be effectively embedded in pedagogy when practitioners are geared with practical tools that can be implemented within naturalistic settings. In recent times there has been growing recognition of the importance of mathematics learning in early childhood education. In fact, clear evidence demonstrates the relationship between a strong mathematical foundation in the early years, and a strong predictor of mathematical success in the primary years of schooling and beyond; in particular the constructs of patterning, symmetry and number sense. Block play provides a rich, play-based environment for numeracy and mathematical concept acquisition and learning, which is enhanced with the presence of an intentional pedagogue. This presentation introduces a newly developed measure to assess mathematical concept knowledge and numeracy skills of preschool aged children: the Numeracy and Mathematics Block-Based Assessment (NUMBBA). The measure aims to embed formative assessment practice within multiple pedagogies for play and learning. This was part of a larger mixed-methods study which involved the development and evaluation of NUMBBA. The results of the qualitative component of this study examined how this validated tool was used by 16 early childhood educators. The current presentation focuses on the perceived impact of using this tool on educator knowledge and practices. Findings revealed shifts in educators: (a) knowledge of mathematics; (b) perceptions of children’s abilities; (c) attitudes towards mathematics and assessment; and (d) approaches to pedagogy and practice. These findings offer encouraging support for this formative assessment that is not only accessible, acceptable and actionable by practitioners, but is a catalyst for expanding knowledge, attitudes and mathematical pedagogy.

M3 - Presentation only

Y2 - 5 October 2022 through 8 October 2022

ER -

Formative assessment in play: Through the eyes of the early childhood practitioner

Abstract

Conference

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Research output

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

Cite this