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Formative assessment practices in early childhood settings: evidence and implementation in NSW (PDF, 5MB)

 

Summary

This paper aims to support early childhood education (ECE) practitoners and policy-makers by bringing together the available research on formative assessment, contextualised to early childhood education in NSW. Formative assessment is an educational practice that has broad applicability and support.

In this paper, several aspects of formative assessment are discussed:

  • What formative assessment is and how it can be used in ECE settings
  • Current and emerging evidence supporting formative assessment practices in these settings
  • How several NSW ECE services have embedded formative assessment in their practices
  • The implications of the research for fostering greater application of evidence-based approaches in the NSW ECE sector.

Related resources

Published in Research report
Monday, 28 November 2016

The transition to school

Transition to school

The importance of a positive transition to school is well recognised. This paper examines the existing literature on the transition from home and/or early childhood settings to primary school.

Download The transition to school (PDF, 2MB).

Published in Research report

Transition to school statement

Authors: Virginia Lum Mow, Craig Jones and Julie People
Evaluator company/business: Centre for Education Statistics and Evaluation, NSW Department of Education
Year: 2015
URL or PDF: Download the Evaluation of the Transition to School Statement  (PDF, 3.92MB)
Summary: The evaluation aimed to assess the extent of uptake of the Statement and the transition outcomes for children in targeted and comparison sites. Surveys of early childhood and school educators, parents and carers;  case studies and a panel forum of experts were used to identify ways in which the Statement could be improved. The evaluation found that early childhood services, families and schools felt that children were well supported in their transition to school. Although these strong positive responses created ceiling effects, making it difficult to detect any aggregate impact on children’s transitions to school in the areas where the Statement was used more widely, the Statement is highly valued among the respondents who used or received it. The evaluation also identified a few key areas where the Statement could be simplified.

Published in Evaluation repository

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