Assessment and Data Systems in Early Childhood Settings : Theory and Practice

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.