1st Edition

Assessment and Evaluation for Transformation in Early Childhood





ISBN 9781138909748
Published August 24, 2015 by Routledge
268 Pages

USD $57.95

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Book Description

Assessment and Evaluation for Transformation in Early Childhood establishes a new, democratic and participatory approach to assessment and evaluation in early childhood. By analysing the practice of assessment and evaluation within early childhood pedagogy, it provides a clear theoretical and methodological basis for this approach and a set of practical techniques for assessment and evaluation.

Structured into three parts – context and principles, approaches and techniques and case studies, the authors show how documentation and portfolios can be an ethical mode of conducting assessment and evaluation. The third part of the text provides educational snapshots of countries that use a participatory approach to learning and teaching, and which include the pedagogical dimension of assessment and evaluation. Each of the seven illustrative case studies from three different countries bring to life the theories, principles and techniques presented throughout the book.

Key points explored include:

· The nature and purpose of assessment and evaluation within a participatory pedagogy.

·Participatory methods for assessment and evaluation.

·The search for a holistic approach to evaluation

·Pedagogic documentation: uncovering solidary learning.

· Ethical principles for holistic pedagogic evaluation

This book is a crucial read for anyone working in early childhood education who wishes to learn more about professional, practice and policy development and all those interested in the pedagogical dimensions of assessment and evaluation.

Table of Contents

PART ONE: CONTEXT AND PRINCIPLES  1. Pedagogy development; transmissive and participatory pedagogies for mass schooling. João Formosinho and Júlia Formosinho  2.Pedagogy-in-Participation’; the search for a holistic praxis  Júlia Formosinho and João Formosinho  PART TWO: APPROACHES AND TECHNIQUES  3. The nature and purpose of assessment and evaluation within a participatory pedagogy  Chris Pascal and Tony Bertram  4. Participatory methods for assessment and evaluation  Chris Pascal and Tony Bertram  5. The search for a holistic approach to evaluation João Formosinho and Júlia Formosinho  6. Pedagogic documentation: uncovering solidary learning Júlia Formosinho PART THREE: PORTRAITS OF PRACTICE, CASE STUDIES FROM THREE COUNTRIES  7. Ethical principles for holistic pedagogic evaluation  Júlia Formosinho, João Formosinho, Chris Pascal and Tony Bertram  Case Study 1, Portugal: Why do the Omo River children paint themselves; a pedagogic evaluation  Júlia Formosinho, Andreia Lima, Joana Sousa  Case Study 2, Portugal: Pedagogical attunement; documenting toddler’s learning  Júlia Formosinho, Sara Araújo and Hélia Costa  Case Study 3, A Case Study on Quality Evaluation; a comparison between a traditional and a participatory pedagogic environment  Inês Machado and Júlia Formosinho  Case Study 4, Brazil: How to bring children’s voices into assessment reports; working with teachers at two São Paulo public preschools  Maria Malta Campos and Cristina Aparecida Colasanto  Case Study 5, England: The Effective Early Learning (EEL) Programme, assessment in a private day care setting  Sue Ford and Chris Pascal  Case Study 6 England: Participatory assessment with parents; the Accounting Early for Life Long Learning (AcE) Programme  Donna Gaywood and Chris Pascal  Case Study 7, England: A participatory model of assessment across a Children Centre Network  Elizabeth Fee and Chris Pascal

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Editor(s)

Biography

Júlia Formosinho is Professor at the Portuguese Catholic University, Portugal, and President of the Childhood Association research centre in Braga, Portugal. She leads a team of researchers in early childhood working in Portugal, Brazil and Spain.

Christine Pascal is Director of the Centre for Research in Early Childhood (CREC) in Birmingham, UK, and President of the European Early Childhood Education Research Association (EECERA). She leads a team of researchers and trainers who work at policy and practice level across the UK and internationally to develop quality early education and care policy and practice.