Classroom assessment is a critical part of the instructional process in the K-3 classroom and provides us with meaningful sources of information about student learning. The immediate and personalized feedback we provide our young learners from our ongoing assessments helps guide students in their learning and set new learning goals. As we focus on the development of competencies (what students can do), this is influencing our assessment practices.  In K-3, educators use formative criterion-referenced assessment as the basis for responsive communication with students and families as we question: Where is each student in their learning and what do they need to do next to move forward?

In the early years, the following pedagogies enhance our assessment practices:
  • Pedagogy of Listening: We listen to the thousand languages, symbols, and codes children use to express themselves and communicate.
  • Critical Reflection: We think carefully about the fundamental beliefs that shape our sense of self and others and how we view the world. 
  • Collaborative Dialogue: We invite comments, questions and interpretations from children, families, colleagues, and community members to elicit multiple perspectives.
  • Pedagogical Narration: We notice and collect moments from daily practice and share these with colleagues, children, and families.