Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices
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Authors
Pyle, Angela
DeLuca, Christopher
Date
2017-09-03
Type
journal article
Language
Keyword
Assessment , early years , kindergarten , play , teacher practice
Alternative Title
Abstract
Kindergarten education is changing. Current reforms have increased accountability structures requiring teachers to integrate assessments throughout their instruction to support academic learning while retaining developmentally appropriate pedagogies such as play-based learning. Despite these reforms, comparatively little research has been conducted on teachers' assessment practices within play-based instructional contexts. The purpose of this study was to explore teachers' approaches to assessment in play-based kindergarten education and specifically to examine how assessment practices differed based on teachers' conceptions of the purpose of play in student learning. Data were obtained from 77 Ontario kindergarten teachers via (a) an electronic survey, (b) in-depth interviews, and (c) classroom observations. Overall, data from this study suggest a misalignment in teachers' perspectives of the purpose of play and what teachers assess during periods of play.
Description
This is an Accepted Manuscript of an article published by Taylor & Francis in The Journal of Educational Research on 2016 available online: http://dx.doi.org/10.1080/00220671.2015.1118005
Citation
Pyle, A., & DeLuca, C. (2016). Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices. The Journal of Educational Research, 110(5), 457–466. doi:10.1080/00220671.2015.1118005
Publisher
Informa UK Limited