Chapter 16 presents information on how EC professionals observe, assess and document science learning. EC professionals use evidence to determine what children know and understand, and base this on a process of observation (how children explore and interact within their environment), anecdotal note-taking, journal entries, checklists and folios of children’s work. The chapter describes strategies associated with the assessment of learning in science as outlined in the EYLF and the Australian Curriculum: Science. The information in this chapter is supported by case studies of EC professional practice.

Chapter 20: Reading Assessment. Reading assessments are used for many purposes, but all appropriate uses of assessment begin from an understanding of the reading construct, an awareness of the development of reading abilities, and an effort to represent the construct in assessment tasks. This chapter first presents a straightforward framework that categorizes the many uses and purposes for assessment. The chapter then outlines and describes a number of major options, though not a comprehensive set, under each category in the assessment framework. These assessment options are equally applicable in both L1 and L2 contexts, though important L2 tests and assessment practices are noted where relevant. The third section considers a number of reading-assessment innovations and challenges. The fourth section addresses two further important issues for reading assessment: Consequences of reading assessment and teacher training for reading assessment. The chapter closes with implications for teachers and for instruction.

Educators/teachers are required to determine what children know and understand so that they can effectively enhance children’s learning opportunities. Evidence of learning is usually obtained through a process of observation, anecdotal note-taking, journal entries, checklists and folios of children’s work. However, this data needs to be analysed by considering the full picture – who the child was playing with, what they were doing, what science underpinned the play activities and the children’s dispositions at the time. In early childhood centres, this understanding of a child’s learning is often determined through a democratic process (Dahlberg & Moss, 2008) that involves the collaboration of educators/teachers. This chapter describes and provides examples of children’s learning in science with reference to the Early Years Learning Framework (EYLF) (DEEWR, 2009a) and the Australian Curriculum: Science (ACARA, 2015).