Evaluating and Analysis of learning, what does that mean?
You are looking back at your data collection through the observations and you are reflecting and evaluating on your data.
Use Positive Language, be Factual Relevant, include details of direct quotes and information about the context of your observations and Avoid being subjective.
The analysis and Evaluation period is a way of ensuring educators’ critically reflect on the effectiveness of their planning and implementation of emerging curriculum for children’s learning as part of the planning cycle.
It is important for Educators to consider how meaningful and effective the emerging curriculum plans have been for children’s learning development and use critical reflection to consider:
1. What worked well, what didn't work well and why?
2. What will I do differently next to extend on the child/ren's learning based on evidence collected?
3. How can I further extend on children’s learning that will challenge their development and learning needs?
As the educator, briefly reflect and interpret what you have observed, with being able to identify each child's strengths, interests, needs, abilities, and developmental skills as a whole. Recall and reflect upon the EYLF and VEYLDF outcomes, as well as the primary developmental areas of social, emotional, physical, cognitive, language and creativity.
Critical reflection is a powerful tool for educators to consider the learning possibilities moving forward (pedagogical decision). Educators’ evaluations also identify areas for information that will be shared with colleagues and professional learning, that will improve curriculum processes and practices.
NOTE: This document is used for you to be able to gather the large data you have collected, if you feel that you have it all under control, then you don't need to do it as you are still analysing through reflection, summative assessments, evaluation on both plans, the formative analysis and alongside your team.
Consider when evaluating and analysing:
- What strategies and interests have you been able to identify through your data collection?
- Once the data has been analysed and summarised, think about as the educator; How can I further support and extend the child/ren's interests, strengths, learning journey?
- What future learning experiences can I include into the curriculum plan that will challenge the child's abilities?
- Is there anything through these observations that concerns you regarding the child's developmental perspective? What can I do to support the child's learning in this area? Who do I need to speak to about this?
Reflection:
Visual stonly guide:
https://stonly.com/sl/61479373-e843-4d7f-afca-4a36bd95136d/Steps/
Reflective practice in early learning is about taking a step back and critically examining these experiences to better understand what happened and why and the National Quality Standard (NQS) promotes and supports educators to engage in reflective practice through self-assessment. The intent of reflection through children's learning and our practice in action is to question philosophy, ethics and practice as well as record meaningful information to share with families and authorised officers will demonstrate your process of critical reflection and how it will inform your practice.
With you termly and weekly/fortnightly emerging plans, you will need to complete the 'evaluation' section at the end of the plan. Your future plans should reflect the data put into the evaluation section.
What it looks like on your plans: These areas need to be completed.
How this looks in practice:
Reference:
Jodie Clarke. The empowered educator 2023. Retrieved from:
https://www.theempowerededucatoronline.com/2014/10/analysis-reflection-and-evaluation-in.html/