Assessment as Learning in Practice: Children’s and Educators’ Views on Digital and Paper Documentation

Abstract

The revised Australian Early Years Learning Framework (EYLF) places greater emphasis on assessment as learning (AaL), however there is limited research exploring AaL practices in Australian ECE services, particularly with consideration to the impact of digital documentation. This qualitative study, undertaken as an Honours research project, adopted the Mosaic approach in exploring children’s perspectives on and experiences with AaL in centres that utilise digital documentation. Findings revealed that while children may be afforded some opportunities to contribute to and revisit their assessment documentation, their experiences typically fall short of educators’ reported practice and EYLF expectations. Though differences between paper-based and digital documentation formats that influence children’s AaL experiences are highlighted, educators’ intentionality and understanding of AaL are identified as vital to fostering and promoting children’s AaL opportunities and experiences.