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Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices

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  • Angela Pyle
  • Christopher DeLuca

Abstract

Kindergarten education is changing. Current reforms have increased accountability structures requiring teachers to integrate assessments throughout their instruction to support academic learning while retaining developmentally appropriate pedagogies such as play-based learning. Despite these reforms, comparatively little research has been conducted on teachers' assessment practices within play-based instructional contexts. The purpose of this study was to explore teachers' approaches to assessment in play-based kindergarten education and specifically to examine how assessment practices differed based on teachers' conceptions of the purpose of play in student learning. Data were obtained from 77 Ontario kindergarten teachers via (a) an electronic survey, (b) in-depth interviews, and (c) classroom observations. Overall, data from this study suggest a misalignment in teachers' perspectives of the purpose of play and what teachers assess during periods of play.

Suggested Citation

  • Angela Pyle & Christopher DeLuca, 2017. "Assessment in play-based kindergarten classrooms: An empirical study of teacher perspectives and practices," The Journal of Educational Research, Taylor & Francis Journals, vol. 110(5), pages 457-466, September.
    • Handle: RePEc:taf:vjerxx:v:110:y:2017:i:5:p:457-466
    DOI: 10.1080/00220671.2015.1118005
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    Cited by:

    1. Mr. Muyangali Muyangali & Dr. Bibian Kalinde, 2025. "An Exploration of the Determinants of Parental Involvement in Supporting Play Based Learning (PBL) in Early Childhood Education in Selected Schools in Kitwe," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 1480-1499, June.
    2. Dr. Ernel Saligumba Merano, 2025. "Early Childhood Curriculum Innovation: Balancing Play-Based Learning with Foundational Literacy and Numeracy," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(9), pages 7683-7703, September.
    3. Hakeem A. NAFIU & Joanna O. STEPHEN & Adeyemi O. OLAITAN, 2025. "The Role of the Play-Way Method in Promoting Social Development among Early Childhood Education (ECE) Learners in the United States," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(6), pages 4624-4641, June.
    4. Xiulan Cheng & Ying Ma & Jiaqi Li & Yonghui Cai & Ling Li & Jiao Zhang, 2020. "Mindfulness and Psychological Distress in Kindergarten Teachers: The Mediating Role of Emotional Intelligence," IJERPH, MDPI, vol. 17(21), pages 1-11, November.

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