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.

摘要

当前，幼儿园教育有两个优先重点：（1）认识到早期学习必须保持发展方向并支持社会人的成长；（2）越来越重视基于标准的课程以及使用评估来支持儿童的学习。尽管一些研究人员认为这两个优先事项是相反的，但研究表明，通过基于游戏的教学法可以嵌入这些目标。本文的目的是探讨幼儿园教师如何利用评估实践，尤其是评估学习（AaL）来支持儿童在基于游戏的教室中学习。从总体上讲，我们认为关注AaL和自我调节可能是将游戏教学法与基于标准的教育和评估要求联系起来的支点，帮助缩小这两个优先事项之间的鸿沟。数据是从20个幼儿园的教室通过初步访谈，观察和视频启发老师访谈得出的。调查结果确定了幼儿园教师如何通过评估有效地促进基于游戏的教室中学习者的独立性。