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ERIC Number: EJ880736
Record Type: Journal
Publication Date: 2010-Mar
Pages: 16
Abstractor: As Provided
Reference Count: 79
ISBN: N/A
ISSN: ISSN-0332-3315
Assessing Early Learning through Formative Assessment: Key Issues and Considerations
Dunphy, Elizabeth
Irish Educational Studies, v29 n1 p41-56 Mar 2010
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. (Contains 2 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A