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Shan Cardinali Michelle Scarlett Michelle Woollam

Making Learning Visible

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Page 1: Making Learning Visible

Shan Cardinali

Michelle Scarlett

Michelle Woollam

Page 2: Making Learning Visible

“Studying children, which is the heart of

assessment, helps teachers discern why

children do what they do, what makes

them smile and laugh, and what tasks

are difficult for them.” - Spotlight on Young Children and Assessment p.18

Page 3: Making Learning Visible
Page 4: Making Learning Visible

Observation Continuous

assessment through

observation and

documentation of

each child’s

development is an

essential part of the

professional practice

in early childhood

settings. (p.80)

Observation is the

most important aspect

of assessment in the

Kindergarten

classroom and should

be an integral part of

all other assessment

strategies. (p.8)

Educators use

monitoring strategies

of observing, listening,

and asking probing

questions in order to

monitor children’s

achievement. (p.23)

Page 5: Making Learning Visible

Observation Assessment is viewed

as the gathering of

evidence through

observing what the

child can do, say and

apply. (p.80)

Assessment strategies

should encourage

children to show what

they know and can

do, rather

than focus on what

they do not know or

cannot do. (p.9)

Monitoring strategies

should encourage

children to show what

they know and can

do, rather than focus

on what they do not

know or cannot do.

(p.23)

Page 6: Making Learning Visible

Observation

Play is how children make

sense of the world and is

an effective method of

learning for young

children. Ideas and skills

become meaningful; tools

for learning are practiced;

and, concepts are

understood. Play engages

children’s attention when it

offers a challenge that is

within the child’s capacity

to master. (p.15)

Play is a vehicle for

learning. It provides

opportunities

for learning in a context in

which children are at their

most receptive. (p.14)

Generic worksheets,

however, should be used

with caution; they are

rarely effective because

their focus is narrow and

they provide only limited

assessment information on

the children’s level of

understanding. (p.16 & 19)

Play is a vehicle for learning

and lies at the core of

innovation and creativity. It

provides opportunities for

learning in a context in

which children are at their

most receptive. Play and

academic work are not

distinct categories for young

children, and learning and

doing are also inextricably

linked for them. (p.8)

Page 7: Making Learning Visible

Observation

Families and other

caregivers can contribute

to assessments that are

based on observation and

documentation. They can

bring forward what is

meaningful to the child

and expand practitioners’

understanding about

where the child is at and

what the child can do.

(p.81)

It is especially important in

the early years for parents

to be involved in

discussions regarding

their child’s progress. The

teacher should gather as

much information as

possible from the

parents and consult with

them when assessing the

child’s adjustment to

school and progress

towards achievement of

the learning expectations.

(p.10)

Monitoring children’s

learning and

developmental progress

through observation and

documentation makes the

process of learning visible

to children and to their

parents. Parents can take

part in ongoing monitoring

by contributing their own

observations and

documentation of their

children’s learning at

home. (p.24)

Page 8: Making Learning Visible

Observation

Documentation of young

children’s learning must

incorporate information

from a variety of means,

including observation in

comfortable and natural

settings, learning stories,

samples of children’s work

and parental input, in

addition to well-

researched tools. (p.83)

They should be given

ample time to

demonstrate their

achievements through

varied learning

opportunities that are

appropriate for their stage

of development and that

are within the range of

things they can do with

and without guidance

(in their zone of proximal

development). (p.9)

To allow for the range of influences

that may affect a child’s

performance at any one time,

teachers base their evaluation on

the cumulative observations and

documentations the educator team

has gathered. (p.24)

They should be given ample time to

demonstrate their achievements

through varied learning

opportunities that are appropriate

for their stage of development and

that are within the range of things

they can do in their zone of

proximal development with and

without guidance. (p.24)

Page 9: Making Learning Visible

“Standardized assessment should not be

the cornerstone of evaluation.

Assessment is based on observations of

the child in a variety of situations and is

not always tied to a teacher-directed

task.”- The Kindergarten Years : Assessment Practices Handbook p. 2

Page 10: Making Learning Visible

What are we assessing?

Missed or limited opportunities?

Page 11: Making Learning Visible

The power of play : what

are we assessing?

Page 12: Making Learning Visible

The power of play : what are

we assessing?

Page 13: Making Learning Visible

The power of play : an

abundance of learning and

assessment opportunities

Page 14: Making Learning Visible

“Generic worksheets, however, should

be used with caution; they are rarely

effective because their focus is narrow

and they provide only limited

assessment information on the

children’s level of understanding.” - The Kindergarten Program 2006 p. 16 & 19

Page 15: Making Learning Visible

Assessment

Strategies

Observations /

Anecdotal notes

Student Portfolios

(work samples, electronic)

Parent Interviews / Information

ChecklistsFocussed

Observation Guide

Photographs / Audio / Video

Tapes

Documenting Language

Page 16: Making Learning Visible

Making Learning Visible

to Families, Administrators &

Colleagues

Summary of Progress Student-Led

Conferences

Parent Observation Visits

Bulletin Boards

NewslettersLearning Centre Signs

Electronic Portfolio

Student Portfolios

Welcome to Kindergarten

Evening

Page 17: Making Learning Visible

Some things to think

about......

Are we assessing what we think we are

assessing?

Are we assessing what we should be

assessing?

Page 18: Making Learning Visible

Time for questions and

discussion.....

Assessing your assessment strategies?

Page 19: Making Learning Visible

ReferencesThe Kindergarten Program 2006, Ministry of Education, Ontario

Early Learning For Every Child Today: A framework for Ontario early childhood

settings, 2007, Best Start Expert Panel on Early Learning

Spotlight On Young Children and Assessment (2004) D. Koralek. The National

Association for Education of Young Children.

Every Child Every Opportunity: Curriculum and Pedagogy for the Early Learning

Program, 2009, A compendium report to “With Our Best Future in Mind:

Implementing Early Learning in Ontario

Kindergarten Instructional Practices Handbook (Peel District School Board,

Program Services)