Appendix 2: Self-review questions and indicators for your service

Question 1: How well do educators develop and implement assessment policies and practice for the service?

1(a) Our service’s philosophy is reflected in the assessment practice.

  • Our service’s philosophy is congruent with assessment practice (eg philosophy states parents to be involved, and there are mechanisms to encourage and involve parents).
  • Our educators’ beliefs about learning reflect our service’s philosophy.

1(b) We have a shared understanding of the purposes and intent of assessment.

  • There is consistent assessment practice amongst our educators.
  • Our educators are reflective practitioners.
  • There is shared dialogue amongst our educators about assessment.
  • There are positive learning outcomes for children resulting from assessment.
  • There is evidence of discussions about assessment in meeting minutes, journals, appraisals, and other relevant documentation.
  • Our educators comment on each other’s assessment practice.
  • There are discussions with parents and children about assessment.

1(c) Our assessment practice is based on sound research.

  • Assessment makes visible the learning that is valued.
  • Te Whāriki, the DOPs and the Exemplars inform assessment practice.
  • There is evidence of narrative styles of assessment.
  • Dispositions are included in assessments.

1(d) Our assessment practice incorporate input from appropriate people.

  • The child’s voice is visible in assessment.
  • Parent/whānau voice is visible in assessment.
  • All our educators’ voices are visible in assessment.
  • There is recognition of cultural background in assessment.
  • Other voices are visible in assessment (eg students, volunteers, education support workers).

1(e) Effective strategies within our service support assessment practice.

  • Each child’s learning is regularly assessed.
  • There are clear guidelines and support for our educators.
  • There are systems for our educators to share assessment information with each other.
  • There are systems for our educators and parents/whānau to share assessment information.

Question 2: To what extent does assessment practice reflect the four principles of Te Whāriki?

2(a) Children’s holistic development is reflected in our assessment practice.

  • Our assessment includes information about:

- children’s knowledge (eg facts, concepts, ideas, vocabulary);- children’s skills (physical, intellectual, language, emotional, social);- children’s dispositions (curiosity, persistence, playfulness, resilience);- children’s attitudes (confidence, belonging, participation, enjoyment); and- children’s cultural dimensions (eg aspirations, language, practices, traditions).

2(b) Children and their families are involved in our assessment practice.

  • Parents/whānau access our assessment information.
  • Our assessment information is meaningful to parents/whānau.
  • Our assessment practice enables parents/whānau to contribute.
  • Parents/whānau use our assessment information to support their child’s learning and development.
  • Parents/whānau and children express aspirations and our educators use these to inform their planning.
  • Our practice and our environment reflect children and their family/whānau’s cultural backgrounds, values and beliefs.

2(c) Children are provided with feedback on their learning.

  • There are opportunities for children to use our assessment information (eg read profiles, take photographs, write their own stories).
  • There are opportunities for children to reflect on their learning.
  • Our educators model reflective strategies eg critiquing, problem solving.
  • Children revisit experiences, build on them and can articulate previous learning.

2(d) Children’s learning is captured in context.

  • Our educators observe children in meaningful contexts.
  • Our observations of children refer to the context (people, places and things) of the learning.
  • There are links between our observations, analysis, and ongoing documentation.
  • Children’s different strengths and abilities are recognised.
  • Our assessment information includes the contribution of the environment and social interactions to learning.
  • The cultural context of the child is incorporated in our assessment.

Question 3: How well are children’s learning and development reflected in assessment?

3(a) Our assessment information demonstrates the breadth of children’s learning and development.

  • Physical, social, emotional, cognitive, language, and spiritual development are included.
  • Dispositions are referred to eg curiosity, perseverance.
  • Parents’ aspirations are captured.
  • Our assessment captures the breadth of children’s learning (a combination of current theories that influence teaching and learning eg Gardener’s intelligences/schema).
  • Our educators listen to children to ascertain interests.
  • Children’s voice is authentic and builds a picture of the whole child.

3(b) Our assessment information shows an increasing complexity in children’s learning and development.

  • There are connections between stories about children’s learning.
  • Our assessment shows that a degree of difficulty is being added by children/educators.
  • Our educators revisit assessment/prior knowledge about children.
  • Our educators recognise when children revisit an area of interest (eg through conversation).
  • The individual child is recognisable in our assessment documentation.
  • Our educators can articulate ‘wow’ moments.

3(c) Our assessment information includes appropriate analysis to reveal learning.

  • Our analysis is visible in documentation (could be labelled recognise, short term review, or written within the narrative).
  • Our educators work together to analyse observations when appropriate.
  • Children/parents’ perspectives are sought during our analysis.
  • There is a focus on learning, not just description of what happened.
  • Our analysis draws upon wider theories of how children learn and develop.
  • Our analysis draws on our educators’ understanding of how children learn and develop.

Question 4: How well does assessment information inform learning in the service?

4(a) Links between our assessment and planning demonstrates that our educators respond to children’s learning.

  • There are team discussions about children (staff minutes).
  • Our educators keep reflective journals showing analysis of the learning event and experiences.
  • There are strong threads of learning evident in children’s profiles/portfolios.
  • There are links between learning episodes.
  • Changes are made to our resources and environment because of assessment.
  • Planning ideas develop and change over time because of assessment.
  • Children and our educators seek expert or specialist input to expand their own knowledge of the world.
  • Our educators make decisions based on assessment information.
  • Our educators respond to children’s emergent and current interests.

4(b) Children participate in meaningful experiences as a result of our assessment practice.

  • Children choose to participate as long as their interest remains.
  • Children arrive with anticipation and excitement about where the learning will lead.
  • Children are engaged in self-choice activities.
  • Children can articulate/describe their own learning experiences.
  • Children can access resources, both people and material, that they need.
  • Activities that children participate in are challenging and age appropriate.

4(c) Children contribute to our assessment process.

  • Children discuss their own learning information with their peers and adults.
  • Children develop their own criteria for assessing achievement.
  • Children make decisions about what they will do next.
  • Children make decisions about entries into our assessment records.
  • Children identify themselves as competent and an expert.
  • Children contribute to our assessment practice.
  • There are opportunities for the child to become the educator.

Question 5: To what extent does our assessment practice contribute to ongoing self review?

5(a) Our educators use assessment information about children’s learning and development to inform our service’s programme development.

  • Our strategic and annual plans allow for changes in direction of our programme.
  • There are written records that our assessment has informed programme development.
  • Our educators can articulate changes made to our programme because of assessment.
  • Children’s assessment records show ongoing development of our programme through possible next steps.
  • Our assessment information is used to identify professional development opportunities for our educators.

5(b) Our educators use assessment information to improve our service’s physical environment.

  • There are written records that our assessment has informed change in our physical environment.
  • Our educators can articulate changes made to our physical environment because of assessment.
  • Children’s assessment records show ongoing development of our physical environment through next steps.
  • There is provision in the budget to purchase resources and books based on our assessment.
  • Our educators make changes to our environment to meet current interests and strengths of the children.

5(c) Our educators use assessment information to improve interactions between adults and children, and amongst children.

  • There are written records that our assessment has informed interactions.
  • Our educators can articulate changes made to interactions because of assessment.
  • Children’s assessment records show ongoing development of interactions through ‘what next’ steps.
  • Our assessment records show interactions between children and adults are reflected upon appropriately.
  • Our assessment records show that children are socially integrated into our service environment.
  • Our educators use assessment records to identify children with whom they need to improve interactions.