Assessment in Early Primary Education: An Empirical Study of Five School Contexts

DeLuca, Christopher; Hughes, Scott

doi:10.1080/02568543.2014.944722

Cited by 19 publications

(14 citation statements)

References 34 publications

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“…Montessori believed in the value of the individual child and his/her development based on interests, pacing, and skills (Deluca and Hughes 2014;Lillard 1997). Though her philosophy addressed the full years of child development through high school (Crain 2011), she believed in particular that the early child stage is vital on its own, not just as preparation for later stages (Montessori 1967).…”

Section: Mariamentioning

confidence: 99%

“…The core of assessing each student's unique capabilities and skills within this model is based on non-traditional teacher presence (Deluca and Hughes 2014), teacher observation, and individual student work portfolio development, including educator interpretations of the child's work (Edwards 2003;Deluca and Hughes 2014). Montessori does not use traditional paper or test assessment methods; teachers instead are listening to student responses as they develop physical and mental skill in using the materials (Deluca and Hughes 2014).…”

Section: Assessment Of Learningmentioning

confidence: 99%

“…According to Deluca and Hughes (2014), typical Waldorf classrooms include two teachers who are learning from the children and from colleagues (Clouder and Rawson 1998). Teachers in a Waldorf school meet together regularly for collaboration (a group referred to as the Community of Teachers or College of Teachers), working to support each other and determine administratively the plans for the school's progress (Nordlund 2013).…”

Section: Aimsmentioning

confidence: 99%

“…Curriculum assessment occurs non-traditionally through observation (Deluca and Hughes 2014). The Waldorf teachers take a holistic approach to curriculum assessment-the whole student is closely observed individually: "A child-study is when the entire faculty observes one child, in all aspects of schooling, for 2 weeks….…”

Section: Assessmentmentioning

confidence: 99%

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Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education

Aljabreen

2020

IJEC

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Montessori, Waldorf, and Reggio Emilia education remain three of the most popular models for alternative early childhood education. Each of these approaches has developed globally, with a rich history of supporting children’s educational freedom. This narrative analysis provides a means for early childhood educators and scholars to understand the aims, philosophical and theoretical frameworks, historical development, benefits, and challenges in these models and their methods of practice. As early childhood education evolves with technology and as re-conceptualizations about early education occur, an understanding of these alternatives to traditional education models is important. While adaptive options of these models may emerge in education systems across national contexts, this review allows educators to consider their applications and cultural appropriateness in specific local and community contexts.

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Section: Mariamentioning

confidence: 99%

Section: Assessment Of Learningmentioning

confidence: 99%

Section: Aimsmentioning

confidence: 99%

Section: Assessmentmentioning

confidence: 99%

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Montessori, Waldorf, and Reggio Emilia: A Comparative Analysis of Alternative Models of Early Childhood Education

Aljabreen

2020

IJEC

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“…Similarly, standardised tests have become widely used in Dutch preschool and kindergarten classrooms (Gelderblom, Schildkamp, Pieters, & Ehren, 2016;Veldhuis & Van den Heuvel-panhuizen, 2014) which is the context of the current study. Two driving factors behind this increasing role are the growing conviction that experiences in EC have a significant impact on later development, along with a trend in educational accountability that has slowly trickled down through primary education (Bordignon & Lam, 2004;DeLuca & Hughes, 2014). Whether these instruments are primarily seen as accountability devices or as efforts to be more responsive to a child's needs could have a substantial influence on the impact that standardised testing has on contemporary EC education (Bassok et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Preschool/Kindergarten teachers’ conceptions of standardised testing

Frans

Post

Oenema-Mostert

et al. 2019

Assessment in Education: Principles, Policy & Practice

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Standardised tests play an important role in early childhood (EC) education in many countries. Although teachers' conceptions largely determine whether and how these instruments are used, research on this topic is scarce. As a result, factors that influence conceptions of standardised testing have remained largely unexplored. To examine teachers' conceptions of standardised testing and aspects that may influence these conceptions, Brown's CoA-III-A questionnaire was distributed to 97 EC educators. Based on their responses, a selection of six preschool/kindergarten teachers participated in a series of semistructured interviews. Analyses of the questionnaire and the interviews indicated that the teachers did not see these tests solely as instruments for accountability or improvement. While some perceived the test as pleasant confirmation, others perceived the results as negative opposition to their own observations. The teachers' conceptions were influenced by classroom population, management team, and the ascribed purpose of the test.

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