Investigating Documentation and Assessment Practices of Early Childhood Teachers

Year 2024, Issue: 54, 1 - 10, 26.09.2024

Aslı Elden , Selda Aras

https://doi.org/10.33418/education.1420678

Abstract

This study aimed to investigate early childhood teachers' experiences of documentation and assessment practices. The study was conducted with 15 early childhood teachers. Semi-structured interview protocol was used for the data of study, in which the phenomenological design was utilized with an exploratory nature. The participant teachers' observation and documentation processes and practices, planning through assessment, and sharing assessment data were the major themes of the findings of this study. It was found that there were important differences in teachers’ assessment practices. Teachers’ use of assessment in their daily routines provided important messages about their professional understanding of teaching and learning. Although observation was a key aspect of teachers’ practices, which they mostly conducted during free play times, teachers’ use of observation and assessment data indicated differences. The study concluded with a discussion on suggesting developing teachers’ documentation and assessment skills through effective professional learning.

Keywords

Early childhood education, assessment, documentation, formative assessment, data-driven planning

Okul Öncesi Öğretmenlerinin Dokümantasyon ve Değerlendirme Uygulamalarının İncelenmesi

Abstract

Bu çalışma, okul öncesi öğretmenlerinin dokümantasyon ve değerlendirme uygulamalarına ilişkin deneyimlerini araştırmayı amaçlamıştır. Araştırmaya 15 okul öncesi öğretmeni katılmıştır. Fenomenolojik desenin kullanıldığı bu çalışmanın verilerini yarı yapılandırılmış görüşmeler oluşturmuş ve keşifsel bir süreç izlenmiştir. Katılımcı öğretmenlerin gözlem ve dokümantasyon süreçleri ve uygulamaları, planlama ve değerlendirme ve değerlendirme verisinin paylaşımı bu çalışmanın bulgularının ana temalarını oluşturmuştur. Öğretmenlerin değerlendirme uygulamalarında önemli farklılıkların olduğu görülmüştür. Öğretmenlerin günlük uygulamalarında değerlendirmeyi kullanmaları, öğretme ve öğrenme anlayışları hakkında önemli bilgiler vermektedir. Gözlem, öğretmenlerin çoğunlukla serbest oyun zamanlarında uygulamalarının önemli bir boyutu olsa da, öğretmenlerin gözlem ve değerlendirme verilerini kullanma durumları farklılıklara işaret etmektedir. Bu çalışma ile etkili mesleki gelişim yoluyla öğretmenlerin dokümantasyon ve değerlendirme becerilerinin geliştirilmesine ihtiyaç duyulduğu çıkarımına ulaşılmıştır.

Keywords

Erken çocukluk eğitimi, değerlendirme, dokümantasyon, biçimlendirici değerlendirme, veriye dayalı planlama

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