Current Developmental Tendencies of Assessment Practices in Preschool Education: Functions of Pedagogical Assessment
The article outlines the current tendencies in the development of assessment practices in preschool education and argues for the relevance of developing instruments that, based on the assessment of child development trajectories, allow solving a wide range of educational, research and decision-making tasks. Foundations for the development of such instruments are discussed based on world practice and specific features of Russian preschool education at the current stage of its development; on ensuring the most favorable conditions for shaping positive trajectories of children's development and their social, emotional and physical well-being; on bridging the gap between impact of family and preschool education on child development and ensuring availability and continuity of data about various aspects of children's development throughout the entire period of preschool education. Functions of an instrument for pedagogical assessment of developmental dynamics are discussed in the context of the role of preschool education in addressing the challenges of sustainable development of society, investments in the formation and development of human capital and integration of the advances of science into educational practice. The issues of integrating the results of scientific research into the practice of education are discussed following the logic of a recent interdisciplinary field-improvement science, which allows building a constructive dialogue between evaluation science and implementation science. The article focuses on current trends in organizing work with data on child development as a basis for making informed decisions in preschool education, developing professional reflection of teachers and involving parents in the discussion of issues of child development and preschool education. The authors of the article draw attention to the fact that development of instruments for "authentic" assessment of the development of children implies: realizing the potential of scientific and educational partnership between researchers and teachers, taking into account the "voice of the child" and involving parents in the assessment process; using modern digital technologies in the organization of effective systems for the collection, analysis and visualization of data on child development; changing the status of pedagogical observations and organizing conditions for the development of the competencies of teachers and parents in terms of assessing various aspects of child development.
Keywords
assessment practices,
preschool education,
sustainable development,
investment,
human capital,
improvement scienceAuthors
| Bogdanova Elena L. | Tomsk State University; Sirius University of Science and Technology | elena_tomsk.tsu@mail.ru |
| Bogdanova Olga Ye. | Tomsk State University; Sirius University of Science and Technology | oy.bogdanova@mail.tsu.ru |
| Kiselev Sergey Yu. | Ural Federal University named after the first President of Russia B.N. Yeltsin | s.j.kiselev@urfu.ru |
Всего: 3
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