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2017

Summative Assessment
Zebra Early Learning Centre

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Summative assessment–What does it mean?


The term summative describes assessment processes that ‘sum up’ what a child has learned by reviewing
documentation gathered over time from a range of sources.
These processes bring together information about what the child knows, understands and can do in relation to
the Early Years Learning Framework (EYLF) Learning Outcomes.
Educators’ Guide to the EYLF refers to assessment as: … an ongoing process of using observations or
evidence to make judgements about children’s learning and educators’ pedagogy.
Assessment includes interpreting children’s learning against learning outcomes in order to plan for further
learning and to report to parents and others about children’s learning.
Reflection is particularly important in summative assessment.
We question what we know about the child, interpret and analyse the information collected and reflect on what
this tells us about their learning and development and how we can support the child further.

Assessment helps us to:


 Celebrate strengths, interests, learning and
development.
 Acknowledge cultural backgrounds.
 Notice if there are gaps in our knowledge.
 Notice if there are social and/or learning difficulties that
require further support.
 Discuss progress with families and children
 Plan to further support each child’s learning and
development.
 Meet the requirements of the National Regulations and
the National Quality Standard (NQS).

In all of the EYLF Outcome Areas, demonstrated learning is assessed through observations of your child's time
here in the Zebra ELC setting. Demonstrated learning will be assessed for the Outcome Areas using the
following indicators:
- Working towards-taking first steps in this direction
- Requires support & encouragement
- Frequently…a little help needed sometimes
- Always…this happens often during attendance

Outcome 1: Children have a strong sense of identity

Educators promote this learning when they: This is evident when children:
 Spend time interacting & conversing with each  Build secure attachments with one & then more
child. familiar educators.
 Display delight, encouragement & enthusiasm for  Be open to new challenges & discoveries
children’s attempts  Reach out & communicate for comfort, assistance
 Share children’s successes with families & companionship
 Model care, empathy & respect for children,  Show interest in other children & being part of a
educators & families. group

Demonstrated learning as observed in the Zebra ELC setting:


Working towards-taking first steps in this direction
Requires support & encouragement
Frequently…a little help needed sometimes
Always…this happens often during attendance

Outcome 2: Children are connected & contribute to their world

Educators promote this learning when they: This is evident when children:
 Demonstrate positive responses to diversity in  Begin to show concern for others.
their own behaviour & in conversations with  Use play to investigate, project & explore new
children. ideas.
 Provide children with access to a range of natural  Participate with others to solve problems &
materials in their environment. contribute to group outcomes.
 Embed sustainability in daily routines & practices  Build on their own social experiences to explore
other ways of being

Demonstrated learning as observed in the Zebra ELC setting:


Working towards-taking first steps in this direction
Requires support & encouragement
Frequently…a little help needed sometimes
Always…this happens often during attendance
Outcome 3: Children have a strong sense of wellbeing

Educators promote this learning when they: This is evident when children:
 Show genuine affection, understanding & respect  Demonstrate trust & confidence.
for all children.  Enjoy moments of solitude
 Draw on family & community experiences &  Are happy, healthy, safe & connected to others
expertise to include familiar games & physical
 manipulate equipment & manage tools with
activities in play. increasing competence & skill
 Build upon & extend children’s ideas.

Demonstrated learning as observed in the Zebra ELC setting:


Working towards-taking first steps in this direction
Requires support & encouragement
Frequently…a little help needed sometimes
Always…this happens often during attendance

Outcome 4: Children are confident and involved learners

Educators promote this learning when they: This is evident when children:
 Provide learning environments that are flexible &  Use their senses to explore natural & built
open ended. environments.
 Intentionally scaffold children’s understandings  Explore their environment.
 Provide sensory & exploratory experiences with  Manipulate objects & experiment with cause &
natural & processed materials effect, trial & error, and motion.
 Are curious & enthusiastic participants in their
Learning.

Demonstrated learning as observed in the Zebra ELC setting:


Working towards-taking first steps in this direction
Requires support & encouragement
Frequently…a little help needed sometimes
Always…this happens often during attendance

Outcome 5: Children are effective communicators

Educators promote this learning when they: This is evident when children:
 Engage in enjoyable interactions using verbal &  Engage in enjoyable interactions using verbal &
non-verbal language. non-verbal language.
 Read & share a range of books & other texts with  Listen & respond to sounds & patterns in speech,
children. stories & rhymes in context.
 Build on children’s family & community  Begin to use images & approximations of letters &
experiences with creative & expressive arts words to convey meaning.

Demonstrated learning as observed in the Zebra ELC setting:


Working towards-taking first steps in this direction
Requires support & encouragement
Frequently…a little help needed sometimes
Always…this happens often during attendance

Comments:

GENERAL COMMENTS ABOUT CHILD THAT INCLUDE BEHAVIOUR, ACITIVITY, PERSONALITY AND
LEARNING.

Name
Role