ERIC Number: EJ1254871
Record Type: Journal
Publication Date: 2020-Jul
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: N/A
Towards a New Assessment Paradigm: Are Preschools Convinced?
Lam, Hazel Mei Yung; Wong, Jessie Ming Sin
Early Childhood Education Journal, v48 n4 p405-413 Jul 2020
The practice of documentation has been a "hard to reach place" for many preschool teachers despite the fact that it has largely been encouraged and used as a tool in early childhood settings to assess young children's learning. Recent policy changes in Hong Kong have also called for the continuous documentation and authentic assessment of children's performance to replace traditional examinations in preschools. In this study, 62 preschools in Hong Kong were surveyed to determine the current situation of documentation as a tool for assessment of children's learning in Hong Kong preschools in the face of the new governmental requirements and interventions. The results showed that (1) preschools generally recognized the importance and necessity of using documentation to assess children's learning, (2) governmental influences were clearly demonstrated in the learning areas documented and assessed, and (3) there was a dissonance between the practice and belief of preschools, and various concerns related to the implementation were also reported. Implications for policies, professional development, and research are discussed.
Descriptors: Preschool Teachers, Educational Policy, Foreign Countries, Preschool Education, Preschool Children, Performance Based Assessment, Intervention, Documentation, Student Records, School Surveys, Student Evaluation
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Grant or Contract Numbers: N/A