精东传媒app

A critical role of early childhood teachers involves research, observation and documentation, using a range of assessment strategies in order to support children鈥檚 learning and to inform curricular and pedagogic planning. Early childhood educators typically draw upon a range of pedagogical documentation and data to gain insight on how a child thinks, a child鈥檚 interests, their abilities, and how they connect reciprocally with others and their environment. Observational, analytical and reporting skills, together with the interpretation of data, are foundational to quality educational practice, enabling teachers to identify potential barriers and challenges to children鈥檚 learning and involvement, to plan appropriately challenging learning opportunities, and to report effectively on children鈥檚 learning progress to parents, carers and other stakeholders.

This course examines the role of data and assessment in learning and teaching processes, and builds an understanding of the purpose of different data sets at varying levels of diagnostic relevance for early childhood teachers to understand children. Preservice teachers will learn how and when to use a range of assessment strategies and how to interpret data to inform planning and to modify teaching practices using relevant curriculum frameworks. In addition, preservice teachers will learn skills of observation, analysis and reporting as the basis for communicating with parents in order to involve them in their child's educational experience. Preservice teachers will be introduced to a data driven decision-making cycle for planning and develop knowledge and a rationale for gathering accurate information on and with children, which is the foundation for planning and organising appropriate learning opportunities for learners and for teachers' own professional learning needs.

On successful completion of this course preservice teachers should be able to:

1. analyse and interpret observational and assessment data to better understand children and how they learn; and evaluate this learning to inform a data driven decision-making cycle for planning and teaching practices, including timely and appropriate feedback to students, with reference to current theory and research (Australian Professional Standards for Teachers (APST) 5.2, 5.4);
2. evaluate and implement, a range of observational techniques and assessment strategies to document children鈥檚 development, involvement and learning (APST 5.4);
3. justify the purposes of diagnostic, formative and summative approaches in assessing and understanding children鈥檚 learning, and in informing authentic teacher practices when designing and planning a sequence of learning experiences that utilise curriculum, assessment, and reporting knowledge, including moderation and its application to support consistent and comparable judgements of student learning, and demonstrate how this knowledge is used to modify teaching practices (APST 2.2, 2.3, 5.1, 5.2, 5.3, 5.4);
4. design teaching practices and sequences of learning experiences that provide achievable challenges for children of varying abilities and characteristics using relevant curriculum frameworks and a range of teaching strategies, (e.g. age appropriate pedagogies and pedagogical content), timely and appropriate feedback together with pedagogical knowledge to effectively modify teaching and promote learning outcomes. Select suitable resources including ICTs to promote learner engagement, and set achievable learning goals for children, based on analysis and interpretation of data to assess development and learning (APST 2.2, 3.1, 3.3, 3.4, 5.2, 5.4);
5. evaluate a range of effective strategies that focus on the ethical, relational and collaborative use of data to accurately and reliably report to key stakeholders including parents, carers, teachers, students and education systems, and demonstrate understanding of the purpose of keeping accurate and reliable records of achievement (APST 5.5);
6. illustrate competence in and appropriate use of language and literacy, including spelling, grammar, punctuation and bibliographic referencing.