Relationship Between Teachers’ Perceptions and Practices of Assessment in Early Childhood Education

Abstract

This study aimed to explore the relationship between teachers' perceptions and practices of assessment in Early Childhood Education (ECE). Assessment is an important yet complex element in Early Childhood Education (ECE). It provides essential information about the cognitive social, emotional, and behavioral development as well as academic progress of the children. A quantitative survey research design was used. The data was collected, through online and in-person administration of a self-developed survey questionnaire, from a sample of 400 teachers of pre grade one (nursery and prep classes) in the public and private schools located in two randomly selected tehsils of Lahore, Pakistan. Results of the study indicated that early childhood teachers had positive perceptions and practices of assessment. Moderate to strong correlations were also found among teachers’ perceptions and practices of assessment in early childhood education. In service training programs may be designed for improving teachers’ conceptions, perceptions and practices of assessment at ECE level.