22 Introduction to assessment in a play-based approach
Key ideas
- Play presents possibilities for assessing students learning
- Assessing learning through play can raise challenges for teachers
- Authentic assessments in play-based learning can use a range of methods
- Assessment methods can support teachers to develop an holistic picture of each child
Assessing student learning through play enables a teacher to capture a more holistic understanding of the student as a learner. This chapter focuses on the possibilities and challenges for assessing learning in a play-based approach. An overview of the methods utilised by teachers to assess student learning is presented.
A note about assessment
Assessment for learning views assessment and teaching as intertwined and not separate to each other. Student learning is shaped by the teachers’ use of practices such as questioning and provision of timely feedback. It is considered a continuous process, involving teachers finding out what students know, understand and can do, and then modifying their teaching to help students to be successful on a daily basis. This enables teachers to refine their teaching approach, build on students previous learning and support new learning. It is ongoing and occurs in context. This is formative assessment. Assessment for learning is the only form of assessment ‘which extends students’ learning because it enhances teaching. All other forms of assessment serve as checks on whether or not learning has occurred, not as a means – in themselves – of bringing about learning’ (Nutbrown, 2006, p.126).
Assessment is powerful and diverse. It supports teachers to understand what students know, to enable them to guide their own learning and shape teaching practices. Teachers observing students during their play and documenting what they see captures a rich understanding of what students know, understand and can do. For example, during play, teachers can pay attention to the kinds of behaviours the students use and their interactions with materials, objects and people to assess signs of progression in their learning, achievement against learning intentions and success criteria, new abilities and student enjoyment in accomplishment.
Keep in mind
Play the vodcast (1:59) below. As you listen to this assessment focused chapter, consider the different types of assessment methods that are used in play-based approaches. While this chapter asks you to think more about assessment in terms of identifying the learning, there are no cookie cutters approaches advocated here and each setting has its own context and diverse learners.
