Assessment practices
in the early years
Assessment for learning and development resource
Published by the Victorian Curriculum and Assessment Authority
Level 1, 2 Lonsdale Street
Melbourne VIC 3000
ISBN: 978-1-922082-54-1
© Victorian Curriculum and Assessment Authority 2014
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Assessment practices in the early years: Assessment for learning and development resource
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About this resource
This resource focuses on assessment for learning and
development to support early childhood professionals in
the implementation of the Victorian Early Years Learning
and Development Framework For all Children from Birth
to Eight Years (VEYLDF).
The resource is designed for early childhood
professionals with responsibilities in practice, policy and
management. Services and settings include maternal and
child health, supported playgroup, early childhood
intervention, family day care, long day care, kindergarten
programs, child and family support services, early years
primary, outside school hours care and cultural organisations.
Slide 1
The objectives of this resource are:

to describe the VEYLDF context to support ongoing collaborative, effective and
reflective practice
 to highlight six assessment for learning and development themes to inform practice
and improve outcomes for children and families
 to contribute to assessment for learning and development knowledge and practice in
the early years.
The resource comprises:


a PowerPoint presentation developed from the Report on Assessment for Learning
and Development Project 2012: Transforming practice in the early years (2013; the
‘ALD Project Report’)
background notes for each slide in the PowerPoint presentation with suggested
activities, discussion ideas and reflection questions.
This resource is provided as a practice guide to support:




ongoing engagement with the VEYLDF, associated frameworks and assessment
resources
professional conversations about children’s learning and development with children,
with families and with other early childhood professionals
using practitioner examples of evidence of assessment for children’s learning and
development, documentation templates and quotes about reflections on practice
using an inquiry approach, reflective practice, evaluation and review of practices,
beliefs and ideas about assessment for learning and development with colleagues,
pre-service students and early childhood professionals.
Using this resource
A staged approach is recommended to support professional conversations across a series
of sessions, such as team meetings, induction programs, continuous improvement
planning, individual development plans, and joint professional learning programs in local
and regional networks. Discussion points, reflective activities and practitioner quotes are
provided for each slide to advance practice, enrich thinking and strengthen approaches to
assessment for children’s learning and development. On page 17 there is a list of
additional sample reflection questions and discussion ideas.
Assessment practices in the early years: Assessment for learning and development resource
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Implementing the VEYLDF in early years
settings across Victoria
Background notes
The VEYLDF was released in late 2009 for
implementation in 2010. Implementation of the VEYLDF
is a partnership between the VCAA and the Department
of Education and Early Childhood Development
(DEECD).
The VEYLDF supports using a common language and is
designed to advance all children’s learning and
development from birth to eight years of age.
Slide 2
The VEYLDF:

identifies five Early Years Learning and Development Outcomes for all children

identifies eight Practice Principles for Learning and Development, categorised as
Collaborative, Effective and Reflective. The Practice Principles describe the most
effective ways for early childhood professionals to work together, with children and with
families to facilitate learning and development

emphasises the importance of supporting the transition of children and families as
they move within and across services throughout the early childhood period.
Assessment practices in a multidisciplinary context
The Assessment for Learning and Development (ALD) Project was a key VCAA Early
Years initiative in 2012 to support ongoing implementation of the VEYLDF.
Forty-three early childhood professionals participated in the ALD Project, which was a
multidisciplinary practitioner research project. Participants were representative of the
range of early years services including maternal and child health, family day care, long day
care, kindergarten, early childhood intervention, integrated children's services, early years
of primary school and outside school hours care.
This multidisciplinary practitioner research is important in promoting a culture of ongoing
professional inquiry, with a focus on assessment practices, across the early years.
The term ‘early childhood professional’ includes any person who works with children aged
between birth and eight years. It includes, but is not limited to, maternal and child health
nurses, early childhood practitioners who work directly with children in early childhood
settings (educators), school teachers, family support officers, primary school nurses,
primary welfare offices, early childhood intervention workers, play therapists, health
professionals and teachers working in hospitals, and educational officers in cultural
organisations’ (VEYLDF, p. 5). Early years of primary school includes Foundation, Grade 1
and Grade 2.
Assessment practices in the early years: Assessment for learning and development resource
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Frameworks and resources
Background notes
Key framework documents include the following:

the VEYLDF, Early Years Learning Framework
(EYLF) and Framework for School Aged Care
(FSAC)

National Quality Standard (NQS) to improve
education and care across long day care, family day
care, kindergarten/preschool, and outside school
hours care.
Slide 3
Assessment for learning and development resources
The ALD Project had a specific focus on assessment for learning and development in a
curriculum planning cycle. A strengthened practitioner focus on quality in documentation
and improving practices contributes to progress in children’s learning and development.
Key resources to support a focus on assessment for learning and development practice
approaches include:

Report on Assessment for Learning and Development Project 2012: Transforming
practice in the early years

VEYLDF Practice Principle 7: Evidence Paper Assessment for learning and
development

VEYLDF Practice Principle 7: Practice Guide Assessment for learning and
development
Drawing on multidisciplinary practitioner research, the ALD Project Report:

identifies six assessment for learning and development practice themes

describes the impact of a multidisciplinary model of professional learning on
assessment for learning and development observations and practices

uses examples of practitioner evidence of children’s learning and development,
documentation formats and practitioner quotes and reflections on changes in practice.
See page 16 for a comprehensive list of resources and links.
Assessment practices in the early years: Assessment for learning and development resource
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Continuum of learning from birth to eight
years
Background notes
Strong partnerships and connections between early
childhood professionals and families across the birth to
eight years period are important for positive outcomes for
children.
The VEYLDF emphasises the importance of supporting a
continuum of learning as well as effective transitions for
children and families. Effective transitions include moving
within and across services throughout the early years
period and transition to school.
Slide 4
By understanding the broader early years context, early childhood professionals can
recognise and integrate children’s learning from all previous and current environments and
be aware of future learning. This promotes the linking of learning along the continuum.
Children learn from birth onwards and their learning and development at each stage of life
forms the foundation for the next. In the ALD Project, there was a specific focus on
understanding the importance and complexity of assessment for learning and development
in the birth-to-three-years period. This recognises the impact of the learning now for
longer-term learning.
Practitioner reflections
Key insights from the ALD Project birth-to-three-years practitioner group:

That evidence of baby and toddler learning is often subtle, and occurs across the
whole of the child’s experience.

Multidisciplinary professional learning supports a greater awareness about the
capacity for babies and infants to make choices, to influence events and have an
impact on their world.

The importance of the birth-to-three-years period for assessment for babies and
toddlers learning.

There is a distinction between conversations about infants and young children’s
learning and development and conversations about their participation in health,
education and care programs.
Reflection activity

Discuss why family involvement and parent engagement is important.

Use the Ecological model of child development, adapted from Bronfenbrenner, 1979
(VEYLDF p. 43) in your planning to consider the context for your service or setting, at
this time and with this group of children and families.

Identify existing networks and collaborative partnerships and opportunities to extend
partnerships to support children’s learning and development.
Assessment practices in the early years: Assessment for learning and development resource
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What is assessment for learning and
development?
Background notes
Assessment for learning and development is one of the
eight VEYLDF Practice Principles. The VEYLDF
recognises the importance of early childhood
professionals undertaking assessment as a core part of
effective practice. A key purpose of assessment is to
measure progress in actual learning and development.
Early childhood professionals assess children’s learning
in ways that:

inform ongoing practice

measure progress in learning

Slide 5
identify where intervention, focused support, or referral may be required. (VEYLDF,
2009).
‘Assessment for learning and development in the project was defined as a process of
observing, documenting and analysing what children do, say, make, write or draw in order
to plan effectively for children’s current and future learning’ (ALD Project Report, p. 7).
Discussion points
Refer to practitioner examples of tools and templates in the ALD Project Report on the
following pages:

page 23, using the Evidence Collection Tool in long day care

page 54, using ‘Reflection Sticks’ to support reflecting on learning in the early year of
primary school

page 55, using the VEYLDF to support a continuum of learning the early years of
school.
Reflection activities

Reflect on what assessment is. Define what it means in your setting.

Discuss how you currently assess children’s learning and development.

Reflect on how you identify children who may benefit from specialist support or
intervention.

Describe the strengths and challenges of your assessment practices. Consider
whether there is a need to review or change your practices.
Practitioner quote
A maternal and child health nurse describes changes in practice when focusing on the
‘language of learning’ rather than the developmental discourse, which was most familiar in
the workplace (ALD Project Report, p. 60).
Assessment practices in the early years: Assessment for learning and development resource
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Evidence collection: the Planning Cycle
Background notes
In the early years, professionals focus on what children
are learning as well as on their professional practice.
The Early Years Planning Cycle (illustration in the slide,
adapted from the Educators’ Guide for National Early
Learning and Development Framework) outlines a
process used to collect, document, analyse and interpret
evidence of children’s learning and development. The
context includes the emotional and physical
Slide 6
environment, relationships and family and cultural histories.
These help create a detailed, up-to-date, strengths-based
picture of children’s learning and development, which can be used to inform current and
future planning decisions.
Discussion points
The Early Years Planning Cycle supports early childhood professionals to consider the
VEYLDF Practice Principles and discuss what they mean for daily practice.
Key considerations for early childhood professionals:

Draw on a wide range of perspectives to gather information, including with children,
families, colleagues and other early childhood professionals.

Identify links between evidence of children’s learning and decisions about curriculum
planning.

Track the unique pathway and progress that each child takes along the continuum of
the five Learning and Development Outcomes.

As part of ongoing planning, initiate conversations about children’s learning and
development to support sharing and reporting back with children, families and others.
Tools and formats
Refer to a sample Evidence Collection Tool (ECT; ALD Project Report pp. 91-94)
developed with practitioners to support documentation of children’s learning and
development. A range of practitioner documentation formats are provided in the ALD
Project Report (pp. 24-30).
Discussion and reflection activity

Print the ECT and use the prompts and format to support documenting assessment
observations.

Discuss and review the format; adapt to suit the needs of your service.

Use documentation formats to track progress of children’s learning over time.

Plan a range of experiences over time that provide multiple opportunities for children
to practise, consolidate, extend and enrich their knowledge (ALD Project Report, p.
82).
Assessment practices in the early years: Assessment for learning and development resource
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Assessment for learning and
development: Practice themes and
approaches
Background notes
This visual provides an overview of the six key
approaches to assessment for learning and development
practice identified in the ALD Project. Each wedge in the
visual highlights one of the six approaches or themes.
The six practice themes are:

Focus on children’s strengths and capabilities

Broaden perspectives of children’s learning and development

Track children’s progress

Initiate conversations about children’s learning and development

Strengthen collaborative partnerships

Lead and support colleagues.
Slide 7
Outcomes for children are central in the visual, which recognises that quality practice
directly impacts on improving outcomes for children.
These key themes for assessment practice can be used by practitioners, leaders and
managers in early childhood working with children and families from birth to eight years.
The themes support early childhood professionals both individually and with colleagues, to
consider practice in relation to assessment for learning and development.
The ALD Project supported early childhood professionals to apply the VEYLDF Practice
Principle of assessment for learning and development using the following key design
features (illustrated in the visual in the ring around outcomes for children):


inquiry-based learning
gaining new knowledge from integration of contemporary theory, frameworks and
practice

reflection and critical thinking

documenting evidence of children’s learning and development

mentoring and collaborative conversations with other professionals supported
practitioners to broaden their perspectives and review and adapt practices.
Practitioner reflections and practice examples
Practitioner evidence examples, quotes, documentation formats and practice reflections
are included in the ALD Project Report and describe change in these key practice themes.
Table 1 (page 46), Table 3 (page 47) and Table 4 (page 48) outline key influences and
differences in practice as described by ALD Project participants.
Assessment practices in the early years: Assessment for learning and development resource
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Focus on children’s strengths and
capabilities
Background notes
Understanding and supporting children’s diverse
strengths, abilities, interests and cultures makes a
positive difference in the lives of children and their
families.
Discussion points
In practice and planning decisions, a focus on children's
strengths and capabilities includes:



Slide 8
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.
Practitioner reflections
ALD Project participants describe a greater focus on children's strengths and capabilities,
with an emphasis on including children’s views of their own learning, for example, by
documenting with children during an experience rather than for or on behalf of children.
Involving children in assessment for their own learning and development supported early
childhood professionals to recognise and respond to what children bring to the learning
environment. Giving children a stronger voice in their own learning and development
recognises children’s capacities and demonstrates high expectations for all children.
ALD Project participants reported a greater awareness of toddlers and young children’s
capacity to lead their own learning by making choices and influencing events that have an
impact on their world.
Reflection activity

Discuss what you currently do in your service to assess and measure children’s
strengths and capabilities.

Discuss how you find out about children’s interests and culture.

Discuss how you promote children’s ownership of their learning.
Practitioner quote
‘I now involve children more in their own assessment, using their evidence (such as
drawings), and asking questions about what they have learned, and what else they would
like to know. The impact of the changes has been the children’s perspectives of their
learning and the ability for children to understand and express their own learning’
(Kindergarten program, ALD Project Report, p. 53).
Assessment practices in the early years: Assessment for learning and development resource
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Broaden perspectives of children's
learning and development
Background notes
Early childhood professionals can apply new insights
from research, contemporary theories and learning and
development frameworks to support practice change.
Integrating new and deeper knowledge broadens
perspectives of children’s learning and development and
influences precision in documentation of children’s
learning.
Slide 9
Collaboration with families about children’s learning is a
reciprocal process. When early childhood professionals listen actively to families and
include their perspective in curriculum planning and practice, they gain a better
understanding of the children.
Discussion points
Broadening perspectives of children's learning and development includes:

a focus on looking for children's learning

integrating new knowledge about contemporary theories, frameworks and practices

incorporating the perspectives of children and families in analysis of learning.
Practitioner reflections
ALD Project participants report having broader perspectives on what assessment for
learning and development means in different services and settings. This is as a result of
being involved in an early years learning community with professionals from diverse
backgrounds and services.
Reflection activity

Discuss which theories and frameworks you use to analyse evidence of children’s
learning and development.

Consider who you involve in assessment for children’s learning and development.

Share the community or regional population data you use to inform local planning and
actions, for example, the Australian Early Development Index (AEDI).
Practitioner quote
‘A focus on theories such as Malaguzzi and Rogoff … this has strengthened my views on
how the environmental contexts influence children’s learning … for example, the
resources, my practice, educators and parents feedback are all part of the cultural and
contextual tools that facilitate learning’ (Kindergarten program, ALD Project Report, p. 58).
Assessment practices in the early years: Assessment for learning and development resource
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Track children’s progress
Background notes
Layering, or the building up, of evidence of children’s
learning over time, supports practitioners to slow down
and focus on the meaning of the learning they observe.
To begin tracking progress, early childhood professionals
identify and document what children’s learning looks like
in each of the five outcome areas. This includes making
observational assessments of individual and groups of
children’s learning which reflects the different rates,
different ways and different times in which children learn
(VEYLDF p. 17).
Slide 10
Analysis and interpretation of evidence informs the ‘next steps’ and identifies pathways
and progress in learning for children. This process supports extending learning both in the
home and in early childhood settings.
Discussion points
Tracking children’s progress in learning and development includes:

deliberate and purposeful layering evidence of developmental milestones with learning
outcomes

questioning and analysing progress in learning to inform professional practice and
judgment about future learning

collecting and reflecting on evidence in an ongoing way to measure growth and
progress and identify early referral where appropriate.
Practitioner reflections
Participants in the ALD Project describe tracking learning as a process of collecting,
documenting and reflecting on evidence of children’s learning and development overtime
to show progress. Seeking input and having discussions about children’s progress with
children, with families and other early childhood professionals supports prioritising future
learning.
Reflection activity

Explore with colleagues how they track progress in children’s learning and
development

Discuss how you identify children who may require early referral and how you assist
families to access specialist help.

Use the VEYLDF Learning and Development Outcomes illustrative maps linking to the
AusVELS (the Australian Curriculum in Victoria) to support the transition of children
and families as they move across services and into schools.
Practitioner quote
‘With children, I have taken the time within the writing session to include reflection of their
learning. I have had meaningful conversations with them about their progress and what
their goal for learning is’ (Primary school, ALD Project Report, p. 54).
Assessment practices in the early years: Assessment for learning and development resource
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Initiate conversations about children’s
learning and development
Background notes
Early childhood professionals gather evidence that is
used to form the basis of conversations about children’s
learning and development. In working with children,
early childhood professionals focus on what children are
learning as well as on their own practice. The focus is
on looking at what children are indicating that they are
learning, which is different from describing what children
are doing.
Slide 11
Documentation about children’s learning and development is used by early childhood
professionals to share information and initiate conversations that are a foundation for
partnerships and collaboration between families and early childhood professionals.
Discussion points
Initiating conversations about children’s learning and development includes:

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.
Practitioner reflections
Practitioners in the ALD Project describe having a deeper knowledge of children’s learning
and development, which directly influences the quality and frequency of conversations
they have with families (ALD Project Report, p. 64).
Reflection activity

Discuss what is meant by learning conversations. Use key points about learning and
developmental achievements to highlight progress in children’s learning.

Discuss how you encourage children and families to be involved in learning
conversations.
Practitioner quote
‘I feel more confident in having conversations with educators, colleagues and
professionals. I feel this has come from a greater knowledge about children’s learning,
especially in the birth-to-three-years age group’ (Family day care, ALD Project
Report, p. 64).
Assessment practices in the early years: Assessment for learning and development resource
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Strengthen collaborative partnerships
Background notes
Collaborative approaches to assessment for learning and
development occur when the broad range of early
childhood professionals in early years services and
settings come together and share evidence to inform rich
assessments. Collaborative approaches are most
effective when they are multidisciplinary and include
children's views of their own learning and family
perspectives.
Slide 12
Discussion points
Taking action to strengthen collaborative partnerships includes:

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.
Practitioner reflections
By creating time for documenting, analysing planning and reflecting together with others,
participants in the ALD Project reported building new connections and strengthening
existing collaborative partnerships.
Participants considered multidisciplinary approaches to assessment to support earlier
referral and transitions. For example, collaboration between maternal and child health and
long day care supported referrals; reciprocal visits between primary school teachers and
early childhood educators were set up to observe learning environments and to form
relationships with children long before transition statements were completed.
Reflection activity
Discuss the following:

Who do you currently collaborate with? Do you collaborate with professionals outside
your own service and service type?

What could a new partnership look like to support your work in improving outcomes for
children and families?
Practitioner quote
‘Using the VEYLDF outcomes and documentation to support joint discussions with
educators in early childhood settings …. viewing the child’s learning through the same
lens. I feel that I am now talking the same language – supporting their work not adding’
(Early childhood intervention, ALD Project Report, p. 47).
Assessment practices in the early years: Assessment for learning and development resource
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Lead and support colleagues
Background notes
Leadership is exercised in different ways to support
assessment for children's learning and development.
New understandings about change during a period of
significant reform strengthen leadership capacity and
confidence in supporting colleagues.
Using the Educational Change Model in the context of a
continuous improvement supports practitioners to
strengthen leadership and progress implementation of
the VEYLDF in a period of reform. Modelling pedagogical
leadership in workplaces and developing a shared vision
with colleagues are both critical for practice change.
Slide 13
Discussion points
Demonstrating leadership and proactively supporting colleagues includes:

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.
Practitioner reflections
Participants in the ALD Project describe new understandings about change during a period
of significant reform, which has strengthened their leadership capacity and improved
confidence in supporting others with ongoing engagement with and implementation of the
VEYLDF.
There is evidence of new and intentional leadership influencing the work of colleagues in
services.
Reflection activity
Discuss the following:

What is your definition of a leader? What do the characteristics of an effective leader
look like in practice?

How is implementation of the VEYLDF represented, for example, in service
improvement plans, municipal early years planning (MEYP), Best Start partnership
plans?
Practitioner quote
‘Leadership doesn’t mean those with the most teaching experience. It’s those with the
motivation for change in practice and sharing that change’ (Primary school, ALD Project
Report, p. 71).
Assessment practices in the early years: Assessment for learning and development resource
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Reflect, review and plan
Background notes
Implementation of the VEYLDF is an ongoing process
involving review, reflection and planning for the next steps
to support continuous quality improvement.
Communities of practice in early childhood are professionals
who come together with a focus on learning, sharing
knowledge and building capacity. Use your community of
practice to ask questions, share your expertise, and actively
engage with the implementation resources.
Discussion point
Slide 14
Consider these questions to promote a culture of ongoing
professional inquiry and to guide practices to improve learning and development outcomes
for children and students.

What assessment practices have been affirmed? What practices would you adapt or
change?

How would you describe what assessment means within your service or program area
now? What is different?

What assessment approaches, tools and reporting practice 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?
Reflection activity




Consider these questions in a small group and reflect on difference in practice.
Develop an inquiry question about an aspect of your practice that you would like to
strengthen or change.
Report back for general discussion.
Have a note taker and lead facilitator identify areas for further investigation and next
steps.
Assessment practices in the early years: Assessment for learning and development resource
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Resources
Frameworks
The following frameworks are available online:

Victorian Early Years Learning and Development
Frameworks

Early Years Learning Framework

Framework for School Aged Care.
VCAA Resources
The VCAA offers the following resources and support:

Slide 15
VEYLDF implementation resources

the VCAA Early Years Alert emails regular updates about resources and initiatives to
support ongoing implementation of the VEYLDF

the online resource Early Years Exchange (EYE) assists early childhood professionals
to implement and embed the VEYDLF in their practice

VEYLDF Learning and Development Outcomes illustrative maps linking to the
AusVELS.
Early Years Exchange
EYE No. 9 focuses on the Practice Principle Assessment for Learning and Development,
and includes the Professional Learning and Resource Organiser (with links to resources
from EYE No. 1 to No. 8).
EYE No. 12 includes an Action Plan Assessment for children’s learning and development:
identifying phases for practice change.
Other resources

Australian Early Development Index

The Victorian Early Years Learning and Development Resource Kit – A DVD brings
together the available Victorian Government resources that support early childhood
professionals to engage with the VEYLDF (distributed in 2013).

Evidence Paper and Practice Principle Guide on Assessment for Learning and
Development.

Educator’s Guide to the Early Years Learning Framework for Australia, Department of
Education, Australian Government, p.11.

National Quality Framework, Education and Care Quality Authority (ACECQA),
Australian Government
For further information
The VCAA welcomes your comments, questions and feedback about this resource. To
provide your feedback or to talk further about using this resource or the ALD Project
Report 2013, contact:
 Carmel Phillips on phillips.carmel.j@edumail.vic.gov.au

Kerryn Lockett on lockett.kerryn.e@edumail.vic.gov.au
Assessment practices in the early years: Assessment for learning and development resource
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Sample reflection questions and activities
Example reflection questions

What evidence supports your understanding of children’s learning and development in
practice, policy and strategic planning contexts?

How could your assessment tools and resources be adapted and/or improved?

How will you know if your practice has changed?

How will you measure progress in children’s learning and development and change in
practice, policy and planning?
Example discussion points and activities


What do the five learning and development outcomes mean in your setting?
What has a child or group of children demonstrated that they have learnt? Use the
VEYLDF to mark-up, discuss and review the learning you have observed.

How do you know that learning has occurred? What is the actual learning?

How do you influence outcomes for children?

Document your current assessment for learning and development practices, policies
and strategies identifying strengths, challenges and tools used.

Document the assessment for learning and development practices, policies and
strategies you would like to incorporate into your practice.

Use the six assessment for learning and development practice themes (refer to visual
prompt below) to think about what is relevant to your practice and where you could
take action. (Refer to the ALD Project Report, Snapshot on pp. 34-5, Practice change
themes and approaches in Section 5, p. 51)

Choose a practice theme, then spend time investigating the theme and collecting
relevant evidence. Bring evidence of assessment for learning and development back to
planning meetings to discuss with colleagues over an extended period of time.
This visual positions outcomes for children as central
to early years quality improvement and illustrates the
connections between the project design features and
practice change.
These six practice change themes are strongly
influenced and informed by the ALD Project design
features of inquiry, knowledge, reflection, mentoring
and evidence collection.
Six assessment for learning and development practice themes (from the ALD Project Report, p. 9)
Assessment practices in the early years: Assessment for learning and development resource
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