Assessment and Data Systems in Early Childhood Settings

Professor Claire McLachlan is Dean of the School of Education at Federation University, Australia. Prior to this appointment, Claire was Head of School for Te Hononga, the School of Curriculum and Pedagogy in the Faculty of Education, University of Waikato, New Zealand, from 2015–2018. Before this appointment, Claire was Professor of Childhood Education at Massey University, New Zealand, and taught courses on languages, literacies, cognition, pedagogy, assessment and evaluation. Her primary field of research is early childhood education and her platform of research is focused around literacy, physical activity, curriculum, pedagogy, assessment and evaluation. In addition to personal research, Claire has undertaken wide ranging evaluation research for three government Ministries in New Zealand: Education, Health and Social Development, as well as for government agencies such as the Alcohol Advisory Council and Sport New Zealand. Internationally, she has provided consultancy for the Semarang State University (UNNES) in Central Java, Indonesia, and the New Zealand Ministry of Foreign Affairs for education in Tokelau. She is currently Deputy President of the Victorian Council of Deans of Education and a current member of the UNESCO-IBE Early Reading Panel, the New Zealand Ministry of Education Early Childhood Research Policy Forum and the Australian Center for Policy Development’s intergovernmental Council for Early Childhood Development. Dr Tara McLaughlin is Senior Lecturer in Early Years Education and the founder and director of the Early Years research laboratory in New Zealand. Prior to this appointment, Tara was Research Scientist at the University of Florida in the Anita Zucker Center for Excellence in Early Childhood Studies, in the United States. Tara’s teaching includes undergraduate and postgraduate papers in early years. As a teacher, teacher educator and researcher in Early Years, she is committed to supporting learning environments that promotediverse and equitable opportunities for all children and families. She maintains an active research program in a range of topics related to early learning supports and services for young children, including children with disabilities, their families, and the teachers and specialists who serve them. Tara’s research focuses on inclusive high-quality early intervention an early childhood education. Key focus areas include exploring evidence-based, intentional and social-emotional teaching practices, assessment and data-informed teaching, and innovative professional learning and development. Her research uses an eclectic mix of research methods including statistical techniques and a focus on measurement quality in educational research. Tara is currently the lead investigator in the Data, Knowledge, Action projects, funded by the Teacher Led Innovation Fund (TLIF) and Teaching, Learning, Research Initiative (TLRI). Associate Professor Sue Cherrington is based in the School of Education and Director of the Institute for Early Childhood Studies at Victoria University of Wellington, New Zealand. Sue has an extensive background in early childhood education, as both a kindergarten teacher and, since 1992, in early childhood teacher education. Prior to her current role, Sue has held roles as Associate Dean (Academic), Associate Dean (Early Childhood Education) and Director and Head of School for Early Childhood Teacher Education. Sue’s over-arching research focus is on professional and pedagogical practices in Early Childhood Education (ECE). Her research concentrates on Early Childhood (EC) teacher thinking and reflection, including the use of video to support collective thinking and reflection, teacher professional learning and development, particularly through professional learning communities (PLC) and the evaluation of professional development programs for Early Childhood practitioners, teachers' ethical and professional experiences and practices, teachers' professional and pedagogical responses to working with diverse children and families, and investigation of the use of innovative data collection tools for use by teachers in ECE settings.  Sue has extended her research interests into the tertiary education field with research projects into the development of VicTeach, a grassroots development within Victoria University of Wellington, as a professional learning community and into students’ transition from secondary school to university. Dr Karyn Aspden is Senior Lecturer in Early Years Education at Massey University, New Zealand. Karyn began her career as a teacher and leader in a range of early childhood services, before moving into initial teacher education. Karyn is Program Coordinator of the Graduate Diploma of Teaching (Early Childhood Education). Karyn’s teaching areas include Leadership in Early Childhood Education, Studies of Infants and Toddlers, Professional Practice and Early Intervention. She is passionate about supporting both student teachers and experienced teachers to enhance their professional skills and knowledge, to be effective, informed and intentional teachers of young children. Karyn’s research interests include practicum, effective teaching practice, early intervention and infant and toddler pedagogy. The importance of meaningful and responsive relationships is the thread that weaves through each of these areas.

1. Using data systems to inform early childhood practice.- 2. Revisiting the roles of teachers as assessors of children’s progress.- 3. The Collection and Use of Assessment information in Early Childhood Settings.- 4. Using digital tools to support STEM learning.- 5. An exploration of how e-portfolios shape how learning is supported, evidenced and communicated in early years education.- 6. Tools and time for noticing in early childhood pedagogy outdoors.- 7. Documentation as a tool for changing practices in Iceland.- 8. Using new tools to support a data, knowledge, action stance to explore children’s experiences of curriculum.- 9. Using a variety of data collection methods to better understand students in physical education in primary schools.- 10. Disrupting the myths regarding young children’s vulnerabilities by assessing emotional and social wellbeing.- 11. Dual purposes: Using children’s self-assessment plans as summative data.- 12. Child-Voiced Assessment for Understanding Children’s Learning and Transforming Pedagogic Practices.- 13. Children as assessors of their own learning- the power of listening to children’s own reflections.- 14. Developing teachers’ capacity to use data systems.- 15. Using Activity-Focused Assessment Within an Embedded Instruction Framework.- 16. Towards the future use of data systems in early years settings.