Assessment practices in
the early years
Implementing the VEYLDF in early
years settings across Victoria
Information for early
childhood professionals
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maternal and child health nurses
supported playgroup and family support
workers
health professionals
early childhood intervention workers
kindergarten, long day care and family day
care educators
preschool field officers
inclusion support facilitators
early years primary school teachers
outside school hours care educators
educational officers in cultural
organisations.
Frameworks and resources
Continuum of learning from birth
to eight years
What is assessment for learning
and development?
Assessment for children’s learning refers to the process of
gathering and analysing information as evidence about what
children know, can do and understand.
(EYLF, 2009, p. 17)
Early childhood professionals assess children’s learning in ways
that:
 inform ongoing practice
 measure progress in learning
 identify where intervention, focused support or referral may
be required.
(VEYLDF, 2009)
Evidence Collection: the Planning Cycle
Using evidence to inform:
• children’s learning and
development
• early childhood professionals’
practice.
The Early Years Planning Cycle is a resource to support documentation of children’s learning:
www.vcaa.vic.edu.au/Documents/earlyyears/eye/EYE10_SuppChildLearn_FA.pdf
Assessment for learning and
development: Practice approaches
A focus on children’s strengths and
capabilities
•
recording rich evidence of
children’s diverse ideas,
interests, capabilities, skills in
play, and dispositions for
learning
•
children being active
contributors to their own
learning
•
early childhood professionals’
documenting, planning and
reflecting together with
children.
Broadening perspectives of children’s
learning and development
•
a focus on looking for
children's learning
•
integrating new knowledge
about contemporary
theories, frameworks and
practices
•
incorporating children’s and
families’ perspectives in
analysis of learning.
Tracking children’s progress
•
deliberate and purposeful layering
of evidence for developmental
milestones with learning outcomes
•
questioning and analysing
progress in learning to inform
professional judgment about future
learning
•
collecting and reflecting on
evidence in an ongoing way to
measure growth and progress and
identify early referral where
appropriate.
Initiating conversations about children’s
learning and development
•
gathering evidence to support
conversations about ‘what children
are learning’ and ‘how they are
learning’
•
describing babies, toddlers and
young children’s learning using the
language in the VEYLDF
•
providing feedback and making
strong connections between
learning at home and in the
community.
Taking action to strengthen
collaborative partnerships
•
creating time for joint opportunities
to document, analyse, plan and
reflect with other early childhood
professionals
•
completing multidisciplinary
assessments
•
building on existing partnerships
and making new connections.
Demonstrating leadership and proactively
supporting colleagues
•
understanding and communicating
reform initiatives, program and policy
directions
•
modelling pedagogical leadership by
using and adapting tools and
resources to rethink quality practice
•
promoting local network connections,
supporting practice change and
continuous improvement.
Review, reflect and plan
•
What assessment practices have been affirmed? What practices will you
adapt or change?
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How would you describe what assessment means within your service or
program area now?
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What assessment approaches, tools and reporting practices are routinely
used in your service or program area?
•
What other tools and assessment for learning and development practice
themes could you use to change or influence your work with children and
families?
•
What practice principles, outcomes and transition planning in the learning
and development frameworks could you consider more deeply?
Resources
VCAA Early Years resources (including VEYLDF, ALD Project Report, Early Years
Exchange, VEYLDF Learning and Development Outcomes illustrative maps linking to the
AusVELS, Early Years Alert subscriptions)
www.vcaa.vic.edu.au/Pages/earlyyears/implementation.aspx
DEECD Early Childhood resources
www.education.vic.gov.au/childhood/Pages/default.aspx
VEYLDF Resource Kit (DVD)
Educator’s Guide to the Early Years Learning Framework for Australia
http://docs.education.gov.au/system/files/doc/other/educators_guide_to_the_early_years_learning
_framework_for_australia.pdf
ACECQA National Quality Standards
www.acecqa.gov.au/national-quality-framework/the-national-quality-standard
Australian Early Development Index
www.education.vic.gov.au/childhood/Pages/default.aspx
Early Years Learning Framework
http://education.gov.au/early-years-learning-framework
Framework for School-aged Care
http://files.acecqa.gov.au/files/National-Quality-Framework-ResourcesKit/my_time_our_place_framework_for_school_age_care_in_australia.pdf
Further information
The VCAA welcomes your comments, questions and feedback
about this resource.
To provide your feedback or talk further about using this resource or the
ALD Project Report 2013, please contact:
Carmel Phillips
Manager, Early Years
phillips.carmel.j@edumail.vic.gov.au
Kerryn Lockett
Program Manager, Early Years
lockett.kerryn.e@edumail.vic.gov.au