1.1: Assumptions and Beliefs About the Term “Assessment”

The term "assessment" is often associated with formal testing; however, in early childhood education, assessment is a broader, ongoing process that involves gathering information about children’s development, learning, and well-being (McAfee et al. 2016). Assessment has also been defined as “Almost any form of measurement and appraisal of what children know and can do” and “the process of gathering information about children from several forms of evidence, then organizing and interpreting that information” (McAfee et al. 2004; 2016). NAEYC’s definition of assessment specifically addresses its purpose as a means of informing and revising instruction (2022; National Research Council 2008). However, the Division for Early Childhood of the Council for Exceptional Children (DEC) defines assessment more broadly and as “the process of collecting information for the purposes of making informed decisions” (2014), and this definition is the one that will be referred to throughout the book as we address the many purposes of assessment in early childhood education.

Educators may hold different assumptions about assessment based on their training and experiences. Yet, best practices related to assessment (those from the National Association for the Education of Young Children (NAEYC)’s Developmentally Appropriate Practices and DEC’s Recommended Practices) include use of multiple methods and sources that are appropriate for the purpose and children’s age and development, and use of family-inclusive practices. Use of multiple methods and sources refers to the belief that young children’s abilities should not be measured solely through standardized testing, but rather through diverse approaches such as observation, caregiver input, and play-based interactions (NAEYC 2022). Another foundational assumption is that assessment should be useful and practical, guiding decisions about instruction and intervention rather than serving as an isolated activity (DEC 2014).