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Recommended: Reflection on formative assessment

PRACTICUM YEAR 2D 2014
AN ESSAY DISCUSSING MY CONTRIBUTION TO LEARNING STORIES AS FORMATIVE ASSESSMENT AT GLENVIEW KINDY
Glenview Kindy teachers use the learning story as an assessment tool to document and indicate childrens’ learning and development. Learning stories form an integral part of the formative assessment process where teachers analyse the learning stories and use this information to plan future direction to enhance, extend and strengthen childrens’ learning and development. Furthermore Ministry of Education, (MOE), (1996) say formative assessment also informs the planning and evolution of centre programme. My contribution to learning stories involves using the cycle of noticing, recognising and responding, attending centre meetings, informal discussions with teachers about childrens’ needs and strengths. This essay will focus and further discuss my contributions to the formative process of learning story development at my practicum, Glenview Kindy.
As I work with children I notice what they are doing, how they feel and how they are interacting with other children and adults around them. MOE, (2004) says teachers notice many attributes the child demonstrates and expresses during their work with children. I visually observe their behaviour, personality traits and habits and begin to know their dispositions and skills. I notice by listening to their conversations and the ideas they express within their words. An example is when I am making paper planes with a child, I have noticed he prefers a particular type of plane and always asks teachers to make the plane for him. I have also noticed he becomes frustrated when I say I will help him make the plane, but I will not make it for him. However I have also noticed in the ...

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...cation. (2004). Kei Tua o te Pae. Assessment for learning: early childhood exemplars. Wellington, New Zealand: Learning Media.
Ministry of Education. (2009). Te whatu pōkeka. Kaupap Māori assessment for learning. Early childhood exemplars. Wellington, New Zealand: Learning Media Limited.
Rose. J., & Rogers, S. (2012). The role of the adult in early years settings. Maidenhead, Berkshire, England SL6 2QL: Open University Press.
Stonehouse., A & Gonzalez-Mena, Janet. (2004). Making links. A collaborative approach to planning and practice in early childhood services. New South Wales, 2154, Australia: Pademelon Press.
Thornton., L & Brunton, S. (2005). Understanding the Reggio approach. London W4 5TF: David Fulton Publishers.
Thornton., L & Brunton, Pat. (2007). Bringing the Reggio approach to your early years practice. Abingdon, Oxon OX14 4RN, England: Routledge.

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