TRANSFORMATION OF ASSESSMENT IN EARLY CHILDHOOD EDUCATION: INTEGRATING FORMATIVE AND SUMMATIVE ASSESSMENT IN A DEEP LEARNING APPROACHAsk ChatGPT

Abstract

The transformation of assessment in Early Childhood Education (ECE) is pivotal to advancing the implementation of a deep learning approach that is conscious, meaningful, and joyful. This study investigates the readiness of the educational ecosystem comprising teachers, principals, and supervisors in Indonesia’s 3T (frontier, outermost, underdeveloped) regions of East Nusa Tenggara (NTT) to integrate formative and summative assessments in a reflective and contextual manner. Employing a descriptive qualitative method, data were gathered through in-depth interviews and focus group discussions with 12 informants from 12 districts. Findings reveal that assessment is still predominantly perceived as an administrative task rather than a reflective pedagogical process that fosters children's exploratory learning. The integration of formative and summative assessments is hindered by limited assessment literacy, high teacher workloads, and a lack of targeted training and supervision. Despite these challenges, several teachers demonstrate promising practices by using documentation for collaborative reflection. The study underscores the need for contextualised training and the establishment of professional learning communities to promote child centred assessment practices. The research offers a novel contribution by identifying systemic barriers and advocating for the repositioning of assessment as an essential pedagogical component in deep learning, especially within 3T areas.