Kei Tua o te Pae

What’s happening here?

Dom makes a construction, copying from a photograph in his assessment portfolio of an earlier construction.

What aspects of children’s contribution to assessments does this exemplify?

Dom is using earlier work in his portfolio to judge the success of a later construction. Although children can use their assessment record to improve on work they have done in the past, Dom enjoys making “another one just the same”. The comment on the earlier entry cues him in to try this: “Dom, will you be able to make this again?”

How might this assessment develop children’s capacity to contribute to assessments?

Dom uses the documentation to provide a model for his construction. This example indicates that he has taken up the challenge to repeat a former achievement. The same process (using his own work as a reference point) provides the opportunity for him to make changes to earlier work.

What might this tell us about informal noticing, recognising, and responding in this place?

At Dom’s early childhood centre, the children’s portfolios are readily available for them to read and to compare old work with new work.

What's happening here?

Lauren tries to print a picture of a basket over a screen-printed picture she has made of a cat. She is not pleased with the result (“Oh, no! That’s not right!”), and she tries again. The teacher writes down some of the comments she and Lauren made during the process.

What aspects of children’s contribution to assessments does this exemplify?

This exemplar includes examples of self-assessment. The teacher records an occasion when Lauren appears to be developing her own sense of what is right. When she aligns a second template (a basket) over an earlier print (a cat) and makes a second print, she looks at it and says, “Oh, no! That’s not right! The cat needs to be in the basket – not up there!” She tries again and, when she has aligned the basket and cat to her satisfaction and added a few more items to the picture, she comments, “I like that!”

Lauren also appears to be talking herself through the process, self-regulating her learning. The teacher notes, “As she was drawing, she said, almost to herself, ‘I’ll have to concentrate!’ And she did ...”.

The assessment records Lauren’s apparent view that if something is not right, you either redo it or take a creative approach and readjust your goal. She sees mistakes as part of learning. Her response to an unacceptable amount of space in her second attempt to develop the original design was “Never mind, I’ll put some toys in it.” On this occasion, she appears to interpret mistakes as part of the process of completing a task, and she is developing strategies in response to that belief.

How might this assessment develop children’s capacity to contribute to assessments?

Lauren’s art work has changed a great deal during her time at the early childhood centre, and her folio records a shift in interest from “splodge” paintings to elaborate screen prints. (A parent contribution to her portfolio, not shown, notes the progress in her art work.) This pathway of learning, together with the teacher’s commentary, has been of considerable interest to her family.

The teacher chose to take notice of Lauren’s self- evaluative comments: “Oh, no! That’s not right! The cat needs to be in the basket – not up there!” “Oh, no! It’s too big!” “I like that!” Lauren is making her own decisions about what is right. The documentation means that this process can become a model for her later work. It is also available for other teachers to refer back to when they work with Lauren.

What might this tell us about informal noticing, recognising, and responding in this place?

Lauren’s strategies for responding to making a mistake are noticed and recognised as important learning. Lauren and her family are hearing the teacher’s voice about what is valued here: perseverance, learning goals (see the reference to Dweck [1999] on page 3), creative responses to error, and self-evaluation.

The teachers made it possible for Lauren to redo her screen print when they encouraged her to make several copies of the first screen print. (If something goes wrong with the second overlay, there is another foundation screen print to use.) The teacher reminds her, “You could draw another one if you like – you have another cat print you could use.” In this way, the teacher is providing some scaffolding for Lauren’s persistence.

In this episode, the teacher’s feedback and scaffolding also emphasise Lauren’s interest in the potential complexity of this art medium.

What’s happening here?

This contribution to Louie’s portfolio records his determination to move from inside the centre to the veranda outside as soon as he spots an open door. He manoeuvres himself across a floor scattered with toys, using his arms to pull himself along as he slides on his tummy.

What aspects of children’s contribution to assessments does this exemplify?

Louie sets his own goal, and the teacher recognises his way of indicating that he has achieved it (his display of “great delight”). Being outside and “part of the action” was its own reward.

How might this assessment develop children’s capacity to contribute to assessments?

The teacher’s commentary may be for both Louie’s family and the other staff, reminding them of the significant decision making that is possible when very young children have access to both inside and outside play. She may be making the point that, in her view, the complexities of supervision are more than balanced by the opportunities for very young children to make some important decisions about where they want to be.

She also notes Louie’s courage and determination in carrying out his self-set goal: getting outside onto the veranda and pulling himself up onto the trellis. Louie cannot crawl, and there were a number of obstacles in his way. Such interpretations form baseline data for documenting development and change in how Louie sets himself goals and indicates that he has assessed his own achievement.

What might this tell us about informal noticing, recognising, and responding in this place?

The teacher attempts to take on Louie’s perspective, to imagine what he might tell her if he could talk. Teachers who work with very young children are likely to get to know them well enough to recognise what the children want noticed and responded to. In documenting this event, the teacher attempts to see the world through the child’s eyes.

Louie is making his own decisions about the programme, and this assessment indicates that the teacher values this. The comment in the Short-term review summarises this view: “It just goes to show how important it is for young babies to be able to make decisions about where they want to be ...”. For Louie, access to the outdoors was an important opportunity for his learning.

What’s happening here?

Olivia sits down on the edge of the sandpit to tell the teacher all about the new house she has just moved into. After a while, she suggests that the teacher write it all down. The teacher gets writing materials and writes down Olivia’s words.

What aspects of children’s contribution to assessments does this exemplify?

Olivia is deciding what should be recorded. She tells the teacher information about an event of value that interests her (her move to a new house), and she instructs the teacher to write down the details.

The teacher has recorded two perspectives here, Olivia’s and her own. The features that Olivia finds worthy of note are the beds in the bedrooms, the whereabouts of Grandad’s room, the stairs, and the colours in the bathroom. The features of the storytelling that the teacher finds worthy of note are Olivia’s understandings that what is said can be written to read later and that important events and information are usefully recorded (both features of early literacy). The positive relationship between Olivia and her teachers is also noted.

How might this assessment develop children’s capacity to contribute to assessments?

Olivia’s family will probably be interested in both these perspectives. The recording of Olivia’s story informs them of Olivia’s viewpoint and of the teacher’s willingness to follow Olivia’s request to contribute to her own assessment portfolio. When Olivia revisits this assessment, she will be encouraged to continue contributing to her assessments.

What might this tell us about informal noticing, recognising, and responding in this place?

It is Olivia who is noticing, recognising, and responding, with the assistance of a writer. Olivia expects the teacher to follow her instructions – and she does. We can assume that the teacher values the children taking a leadership role in what is noticed, recognised, and responded to and that she also values children having a voice in their own assessment records.

What's happening here?

This is the story of two sisters, aged four and eight, who use their early childhood centre portfolios as reference points for discussions about achievement. Their parent has described elsewhere how Hayley (aged eight) has continued to add special things to her portfolio and how she and Brittany (aged four) often sit down and go through Hayley’s kindergarten portfolio.

What aspects of children’s contribution to assessments does this exemplify?

Brittany uses a photo in her older sister’s early childhood assessment folder (taken four years earlier) as a reference point for judging her own achievement. She asks the teacher to take a photo of her “just the same as Hayley”. Brittany carefully compares the two photos of swinging upside down from a trapeze bar at age four. She points out that Hayley has both hands free, whereas she, Brittany, has one leg free. She also adds that she can do it with one hand free.

How might this assessment develop children’s capacity to contribute to assessments?

This exemplar includes a number of voices. Brittany requests the photo for her assessment record and makes the comparison (adding information about what she can do), and the teacher tells the story, recalling background information provided by a parent. All voices combine to provide a rich picture of Brittany’s achievement in one area and of her perspective on this. When Brittany revisits this assessment, it can reinforce for her the importance of her own contribution.

What might this tell us about informal noticing, recognising, and responding in this place?

The teacher comments that “I realised the link the portfolios have for children, siblings, and the whole family”. She also comments on the children making “sense of their world through recall and revisiting important happenings achievements, over and over”.

What’s happening here?

Alexandra and a teacher revisit her assessment portfolio. She then reproduces an earlier block construction.

What aspects of children’s contribution to assessments does this exemplify?

This is an example of a child revisiting her portfolio with a teacher. Alex picks out and reads her name throughout, and the teacher reads some earlier learning stories to her.

Alex then “corrects” the record, using the documentation to rebuild one of her earlier constructions. (The photograph had been taken before the construction was completed.)

How might this assessment develop children’s capacity to contribute to assessments?

Social sharing of episodes assists children to become familiar with the structure of stories and storying. In this case, Alex also understands that she can add to the record.

What might this tell us about informal noticing, recognising, and responding in this place?

Alex and her peers in this centre have ready access to their portfolios. This teacher is willing to read stories back to the children as a way of helping them to develop their views of themselves as competent learners. It also encourages their emergent reading skills and interests and provides a catalyst for self-assessment and planning.

What's happening here?

Jak consults the teacher about what he might make with blocks. Inspired by pictures on the wall at the early childhood centre and guided by pictures in a book provided by the teacher, he decides to make a wharenui.

What aspects of children’s contribution to assessments does this exemplify?

Jak is using pictures and imagery as standards or reference points against which to assess his construction for himself. He has been assisted by the teacher to assess his own achievement in building a wharenui by using pictures on the wall and an illustrated book. The teacher also provides the appropriate imagery to remind Jak of the symmetry of the construction.

How might this assessment develop children’s capacity to contribute to assessments?

Revisiting this story, Jak might be reminded that he is able to share the responsibility for assessing his achievement in specific ways. On many occasions, an inner sense of achievement is the touchstone of success (see the quote from Claxton on page 3), but children can learn other strategies for self-assessment as well.

What might this tell us about informal noticing, recognising, and responding in this place?

The documentation here records for Jak and his family the strategies that he and the teacher are using to share responsibility for both Jak’s learning and the assessment of its success. These strategies included consultation, using the pictures on the wall, using the illustrations in the book, and discussing a relevant image (a skeleton).

What’s happening here?

Joey notices an unusual cloud formation. In Sandra’s words, “Stripey clouds were whizzing in the opposite direction to large, white, fluffy ones.” The children and the adults lie on the ground to watch them. This story is noticed and commented on in three different ways by Sandra, Jill, and Joey’s mother.

What aspects of children’s contribution to assessments does this exemplify?

The format of this assessment item encourages a sense of multiple viewpoints on every event and that all contributions (including the children’s) are valued. Although Joey doesn’t have his own story in this example, he is given credit for starting the stories (“Great observation, Joey!”) and for contributing to the sense of “joy and wonder”.

How might this assessment develop children’s capacity to contribute to assessments?

Joey started this story. This exemplar can demonstrate to the readers (including Joey) that the same story about an event can be told or interpreted in different ways, depending on the storytellers’ perspectives, knowledge, and experience. The “spectacular” sight amazes Sandra. Jill includes some scientific information (an explanation from Veronica) about stratus and cumulus clouds. Lottie (Joey’s mother) adds information about Joey’s interest in the sky.

What might this tell us about informal noticing, recognising, and responding in this place?

An assessment exemplar that describes or interprets the same event from multiple perspectives is unusual. Because the cloud story is written in this way, differing perspectives appear to be valued in this setting. For example, the teachers invited a third voice from Joey’s mother.

The adults in the early childhood setting have written up this story using words such as “amazing”, “spectacular”, “excitedly”, “joy”, and “wonder”. There is a sense of the enjoyment of the spontaneous and an appreciation of children’s initiatives.

What’s happening here?

Campbell has a particular interest in pulling objects out of the supervisor’s bag. The staff replaced the supervisor’s bag with another, but Campbell is interested in the real world of current roll books and verification forms. The teachers suggest that they might find an old roll book that looks the same.

What aspects of children’s contribution to assessments does this exemplify?

The staff and family are commenting on Campbell’s behalf. The teachers are identifying Campbell’s goals (and value them enough to try to accommodate his determination to pursue this goal). Campbell’s “squealing and chuckling” indicate his satisfaction at having achieved his goal.

The family is assisting with this attempt to understand what is important for Campbell. The staff have picked up on a comment by Campbell’s mother that he loves “reading” the junk mail, and they use this information to plan for him.

How might this assessment develop children’s capacity to contribute to assessments?

The topic of this item in Campbell’s portfolio is his pursuit of two particular interests: “reading” books that are valued by adults and using a pen to write symbols. The documentation, an attempt to see the world through Campbell’s eyes, has contributed to ongoing planning for Campbell’s learning.

A comment from Campbell’s mother indicates that he also likes to “read” the junk mail that comes into the house. This comment is written down, and this interest will be pursued later at the early childhood centre. (It is the topic of another story in Campbell’s portfolio six weeks later.)

Campbell’s particular interests in “real” books, pens, and writing are documented here, together with some of the planning that followed. Through this planning, the staff will help Campbell to continue to pursue his goals and reinforce his sense of what counts as “good work” for himself (see Guy Claxton’s comments on page 3).

What might this tell us about informal noticing, recognising, and responding in this place?

The staff searched for ways to develop Campbell’s interests in appropriate contexts. They appear to value the focused attention and delight that this example illustrates. Parents’ comments on the children’s interests are valued, too, and written down to become a consideration for planning.

What’s happening here?

Koasigan is teaching Cameron about the brain.

What aspects of children’s contribution to assessments does this exemplify?

This is an example of peer assessment. Koasigan is assessing Cameron’s knowledge of the brain and is correcting his misunderstandings. The children discuss what they know about the brain as they look at a book about how the body works. It is the children’s words that tell the story. This is a transcript of them (as remembered by the teacher or written down at the time).

The teacher’s comment about Cameron’s response suggests that, on this occasion, having a misunderstanding corrected by a peer was enjoyable learning.

How might this assessment develop children’s capacity to contribute to assessments?

One of the reasons for documenting this episode may have been to celebrate in writing a moment of negotiation about meaning and an amicable discussion about what is “right”.

What might this tell us about informal noticing, recognising, and responding in this place?

The teacher attempted to write down the children’s exact words. It appears from this that the teacher notices, recognises, and values episodes in which the children teach each other. A library of non-fiction books that the children can read enables this kind of peer teaching and discussion.

What’s happening here?

Tayla assists with the early childhood centre’s schedule: the call to mat time. She decides to call in te reo Māori.

What aspects of children’s contribution to assessments does this exemplify?

In this example, the teacher plans for the child to contribute to the record. The “What next?” section of the assessment will be written or completed by the child: “I’m just going to ask Tayla ‘What next?’ after I read this story to her!”

How might this assessment develop children’s capacity to contribute to assessments?

This written story is a catalyst for a later discussion. The teacher clearly plans to read this story back to Tayla and to invite her contribution. The discussion that follows this reading may not be recorded. It could include discussions about routines, use of te reo Māori, What next? for Tayla, and perhaps the programme schedule in general.

What might this tell us about informal noticing, recognising, and responding in this place?

There is a feeling of partnership here between the teacher and the child: the teacher appreciates Tayla’s use of te reo Māori, her taking responsibility, and her “biggest grin”. She is also anticipating Tayla’s contribution to the planning that will follow from the episode recorded here.

What’s happening here?

This entry is one of many observations of Jack’s sustained interest in a range of things, including play materials, as well as his growing interest in playing with other toddlers. This item describes Jack’s enjoyment of puzzles. The photographs show him working with a flat puzzle, placing pieces into the holes in the board. The teacher comments that his favourite is the stacker puzzle, and there is a photograph of him with this.

What aspects of children’s contribution to assessments does this exemplify?

This is an example of an activity in which the material provides the assessment. Although the commentary says that Jack “looked up to see if anyone was watching”, it may be that the satisfaction of completing these tasks comes from the materials themselves. They “tell” him that he has succeeded. It is a particular kind of self- assessment, in which the child does not need the adult to tell him that he has done well.

How might this assessment develop children’s capacity to contribute to assessments?

Some of the “autotelic” activities and tasks (in which the materials do the “teaching”) that children enjoy will encourage them to at least occasionally evaluate their own achievement and not to depend on adult praise to assess their performance. Recording Jack’s activities over time will enable the teachers to keep this possible development in mind.

What might this tell us about informal noticing, recognising, and responding in this place?

These activities are standard fare in early childhood settings. Montessori programmes are particularly characterised by materials that do the teaching. They provide children with clear goals and criteria for success (as well as fine motor, spatial, and colour- and picture-matching skills).

The teacher notes that “Jack shows great concentration” and suggests that the staff know when he is concentrating because he “lies on the floor with his tongue out”. The teacher attempts to write the assessment as if from his viewpoint.

In this commentary, the teacher appears to know Jack’s special interests and to read his body language. Knowing children well enables staff to notice, recognise, and respond intuitively as well as deliberately, recognising learning opportunities for particular children. Deliberate responses on some occasions might include: inviting a child to attempt a more difficult puzzle, drawing a child’s attention to features of the puzzle that he or she should attend to, and providing encouragement for the child to stay involved. (See the commentary on interactions between an adult and a child doing a jigsaw in Wood et al., 1980, pages 111–112.)

What’s happening here?

Ray’s family has contributed a story about Ray’s drawing at home. It includes his older brother Ben giving advice. The commentary is written in the family’s home language of Japanese as well as in English.

What aspects of children’s contribution to assessments does this exemplify?

Ray’s family is contributing to the assessment record with and for Ray. Ray’s primary identity belongs with the family and the home language. Therefore, this exemplar can be seen as a child’s contribution to the centre’s record.

How might this assessment develop children’s capacity to contribute to assessments?

The family’s contributions to this portfolio over time reflect a partnership between the family (including Ray) and the teachers in the compilation of evidence of Ray’s learning at home and at the early childhood centre. It is a joint enterprise, and no doubt Ray feels part of this process and encouraged to contribute.

What might this tell us about informal noticing, recognising, and responding in this place?

This family contributes to Ray’s assessment record by documenting some of the noticing, recognising, and responding to Ray’s learning at home. In this case, it was his brother Ben who responded to his initial drawing with a suggestion for improvement. Ray takes up this suggestion. The parent responds by documenting the process and adding it to Ray’s early childhood centre portfolio.