ERO recommends that early childhood educators:
- encourage and increase the genuine involvement of children, parents, whānau, and other educators in assessment of children’s learning and development;
- give children opportunities to revisit and reflect on their learning;
- identify what learning in their service is valued or privileged, and consider this in relation to the service philosophy and Te Whāriki;
- strengthen links between assessment and planning, focusing on interactions and teaching practice within the service; and
- acknowledge and respond to children, and their parents and whānau’s cultural background.
ERO recommends that early childhood services management:
- provide guidance and expectations, both documented and articulated, about assessment to ensure shared understanding and continuity of practice amongst educators;
- strengthen assessment policies and processes to give educators a sound framework and rationale for assessment practice linked to service philosophy;
- provide targeted and ongoing high quality professional development, and appropriate non‑contact and meeting time, to enable educators to participate in professional discussions about assessment and children’s learning; and
- undertake robust and rigorous self review of teaching and assessment practice to improve outcomes for children.
ERO recommends that the Ministry of Education:
- further support rural and parent‑led services (playcentres) through the provision of targeted high quality professional development in assessment; and
- provide targeted support for services to improve the quality of assessment through the development of learning communities and shared professional dialogue.