What are the possibilities for assessing learning in a play-based approach

Assessment of student learning through play provides teachers with the possibility to assess multiple areas of learning at once. In this way, cross-curricula learning can provide teachers with a holistic approach to assessing learning outcomes.

The holistic affordances that assessment through play provides was reflected on by teachers participating in a study conducted in Victoria, Australia. This discussion examined the possibilities of play-based approaches for teaching and learning in primary school classrooms (DET, 2021). Click on the plus (+) icons below to see what two teachers stated play-based learning provided the opportunity to:

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This interactive shows two images of teachers, a female holding some books smiling and a male teacher smiling in a classroom. Both are looking at the camera.

The interactivity

Speech bubble one –

‘assess the total development of the child rather than the assessment of what the teacher has taught’

Speech bubble two –

‘delve deeper into student’s learning through how they structure their questioning, and to build relationships to get to know the students better

Case study – voices from the field

The ‘Differentiated/Play-based inquiry learning in the early years of schooling’ project’ (DET, 2021) asked participating teachers to continually reflect and evaluate their experiences. Specifically, they were asked to reflect on the transformation of their teachers’ knowledge and practice of play-based teaching and learning, during and following their participation in a 6-month professional learning program. During the program, participants contributed their perspectives and reflections on practice to an online sharing board. Following their participation, participants completed an online questionnaire.

A strong theme from the responses was that a play-based approach supported students to demonstrate their abilities “without boundaries”. Play was seen as providing opportunities for students to show their “true understandings” in a relaxed, stress-free and “authentic way”. Student learning as evident during play was considered “true learning as it is in real time”.

Assessment through a play-based approach was considered by one respondent as a “more natural” way to assess student learning, affording a “genuine form of assessment”. This is because assessing through a play-based approach positions learning as “child-centred and directed”, giving students choice, and building from the student’s interests. This enables students to “express themselves in a way that is meaningful and purposeful to them”. Accordingly, through play teachers have the possibility to check “for student understanding as opposed to them getting the right answer”. Furthermore, as another teacher pointed out, play offers teachers the opportunity to better assess general capabilities, such as “social and emotional learning or ethical capabilities”.

Engage and extend

A good place to start extending your knowledge of assessment possibilities in play-based teaching is to first think about what your current understanding is. Reflect on your current assessment practices, what methods of formative assessment are used in your educational setting. Write down your list of assessment methods. To help you ground your understanding and to grow into new learnings, we encourage you to record yourself talking about your understanding of those assessment methods using the interactive audio below.