Implementing Systematic Informal Assessment in Early Education Settings

Abstract

The purpose of this study was to investigate early educators’ current practices, knowledge, beliefs and training needs for utilizing various informal assessment methods. Early educators working Head Start centers and other child care from two southeastern states completed an online survey. The results indicated that participants primarily used one-two informal assessment practices; with anecdotal notes and event/frequency being the most popular. In addition, Head Start teachers used significantly fewer informal assessment methods compared to those in other child care settings.