With report cards just having gone home and JK interviews coming up, we thought this was the perfect time for a short post on how assessment happens in a play-based program. The image above is one that becomes more powerful each time I see it. Our education system should be one that values the creative languages of each child and not one that expects each child to think or to demonstrate their learning in the same way or at the same time.
As we have mentioned before, play-based learning is the direction that is coming right from the Ministry of Education and is woven into every aspect of the kindergarten curriculum. Even more exciting is the focus we have seen recently on moving play-based learning, hands-on explorations, and inquiry into the older grades.
We have discussed previously the wording in the kindergarten curriculum that repeats itself constantly: "....in a variety of contexts". Words that are also constant in the kindergarten curriculum are demonstrate, explore, investigate, etc. All of these terms point to the importance of hands-on learning and note simply a rote method of sharing learning and knowledge. Assessing through play is a method that truly allows us to see skills that children have learned being put to use authentically in many different contexts.
One of the ways that we assess is through sitting back and watching the children's actions and play. There are many times when a child conveys multiple strands of math in their play simply through actions. We document their learning through photos, notes based on a small group exploration, and anecdotal notes in a specific child's folder where we can also attach a photo.
(Below: an example of just one note based on an educator observing building in play. Note the rich math assessment that was gleaned simply by watching.)
Another way that we are able to assess is by asking open-ended questions to get at deeper learning through play. Many times there is an opportunity to hear about a child's thought process simply by asking "What are you thinking?". Often a prompt such as "Tell me about what you've done..." can further elicit that specific vocabulary and language that we are also focused on assessing. Within those moments, too, is the opportunity to name the learning. This refers to an educator attaching curriculum language to the play that is happening. Instead of saying "What a beautiful painting!", we may comment with "Wow - I see you used lots of colours. I also noticed many 2D shapes like the circle for the sun and the triangle for the roof. What other shapes did you use?". It also becomes important to know the child and to know the exploration that is happening. When educators are constantly barging in with questions, it can get in the way of the investigation or completely squash the activity. It is important to work toward achieving balance and choosing the moments to question or comment wisely.
Assessing through play also gives educators next steps in terms of supporting children where they are at on further skills. This may take the form of future small group learning or putting out an activity to further investigate and area where there are some misconceptions. In fact, an exploration of cylinder shaped candles where many children did not understand the properties of this 3D shape led to a focus on 3D shapes in small groups. We then put out various 3D shapes in the classroom to re-assess through play and continue to work on vocabulary as we see that some students are still working on naming these shapes.
The traditional way of pulling children aside and checking off a list of skills no longer links to programming and the curriculum. In fact, since our Full Day Kindergarten program has begun, we are noticing we are able to be far more specific and personal in our report card comments simply because we are mostly assessing through play. Families are no longer told a list of things that their child can and can't do but, instead, they read about what contexts in the classroom these skills are coming out through and what are the next steps for their child.
We often say we feel like we know children so much more richly both through this type of programming but also through this method of assessment. In addition, reflecting in this way allows us to see gaps in programming or areas where we need to see more of a certain strand or curriculum area for a child. As we reflect on the information we've gathered, we make plans to set out different materials, focus on new areas in small groups, or provoke certain kinds of explorations with a specific child. Educators are very focused and engaged in assessment when observing throughout the day. Play is no longer the time that educators use to pull students to do other tasks - play itself is where the bulk of assessment and planning for future learning activities take place.
We spoke at JK orientation (which was a while ago for some families!) about the Hundred Languages of Children. The poem where that phrase comes from is below and it is our priority to ensure that the various languages of your child are respected, valued, and at the forefront of how we assess their skills. Play-based learning allows for hundreds of different ways for children to express their knowledge and, as such, builds confidence, innovative thinking, and life-long learners.
