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Leveraging Assessment to Promote Kindergarten Learners' Independence and Self-Regulation within Play-Based Classrooms
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- Author(s): DeLuca, Christopher (ORCID
DeLuca, Christopher (ORCID 0000-0001-5962-0827 ); Pyle, Angela; Braund, Heather; Faith, Laurie- Language:
English- Source:
Assessment in Education: Principles, Policy & Practice. 2020 27(4):394-415.- Publication Date:
2020- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
- Peer Reviewed: Y
- Source: 22
- Education Level: Early Childhood Education
Elementary Education
Kindergarten
Primary Education
Preschool Education - Subject Terms:
- Subject Terms:
- Accession Number: 10.1080/0969594X.2020.1719033
- ISSN: 0969-594X
- 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.
- Abstract: As Provided
- Publication Date: 2020
- Accession Number: EJ1268255
- Availability:
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