Authentic assessment in the early childhood years refers to the on-going process of collecting examples of each child’s everyday classroom experiences that reflect their continued development and learning. Data is collected through observations, photo and video documentation, and child portfolio collections created during classroom activities, such as artistic representation, play-dough, dramatic play, block play, conversations about read-aloud stories, cooking activities, etc. These portfolio collections are formative, interdisciplinary, and often include child-selected and play-based activities – they are part of an early childhood educator’s daily work.
Assessment in the early childhood years is critically tied to issues of social justice both in theory and in practice. Early childhood assessment oriented toward cultural and linguistic responsiveness involves on-going observation and attentiveness, reflects and expects difference in how children demonstrate their learning, draws on their unique strengths, includes and engages families in reflecting on their child’s development, and professionalizes teachers to understand their students. It is critical that early childhood educators develop their capacity to adapt assessment practices so that all children have the opportunity to demonstrate what they know and can do. In this way, culturally and linguistically responsive assessment leads to a stronger relationship between teachers, students, and families.
Keywords: assesment, relationships, social justice, teachers,
