In most countries the funding for early childhood
education has increased and governments in some
countries have taken serious steps to bring about positive
change in the profession. However, the increase in funding
by governments and other funding organisations around the
world has, understandably, attracted increased accountability
as these organisations need to know that their
financial investments are achieving desired outcomes. To
seek evidence that positive learning outcomes have indeed
been achieved through these investments is a reasonable
request, and there is a shared responsibility and accountability
for professionals to provide appropriate evidence.
The downside, however, can be the request for standardised
test information, as if performance on such tests provides
proof of all desired outcomes. More than ever before, it is
important for early childhood educators to be able to provide
accurate, objective information about children’s
assessment in ways other than by standardised testing,
which may not reflect the complex reality of children’s lives. This paper reports on a research study in Singapore
that investigated curriculum effectiveness using developmental
learning outcomes as a means of assessing children.
The research was devised to examine if eight specified
broad developmental learning outcomes could measure the
effectiveness of the curriculum by assessing children’s
learning as shown in qualitative data. Practical examples
showed evidence of children’s learning and the role of the
educator in facilitating and documenting developmental
learning outcomes.

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153.9 MAR r

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Tersedia

• Relooking Assessment: A Study on Assessing Developmental Learning Outcomes in Toddlers

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