Observation as an assessment tool in early childhood education: A phenomenological case study of teacher views and practices

2016-06-03

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Observation as an assessment tool in early childhood education: a phenomenological case study of teacher views and practices
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The aim of this study is to determine the early childhood teachers’ views about observation as one of the informal assessment methods in young children’s education. The study was conducted with six early childhood teachers who worked at a private kindergarten in Ankara. In this study, phenomenological case study was used. In order to examine the views of early childhood teachers on observation, most appropriate data source in qualitative study, one-to-one interview was conducted with participants. Additiona...
Observation as an assessment tool in early childhood education: A phenomenological case study of teacher views and practices
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The purpose of this study is to compare the early childhood education curricula in New Zealand (Te Whāriki) and Turkey [ECE] in terms of assessment approaches and processes. The curricula are compared with regard to perceptions of assessment, guidance for teachers on how to assess children, self-assessment of teachers, and additional sources for teachers in assessment. Overall, the curricula regard assessment as a tool enabling educators to obtain knowledge related to children's learning and their developme...
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Citation Formats
F. Erden, “Observation as an assessment tool in early childhood education: A phenomenological case study of teacher views and practices,” 2016, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/78948.