The Framework And Practice Of Authentic Assessment On 4-5 Years Old Children’s Mathematic Learning

The Ministry of Education promulgated the Guidelines for 3-6 years old children’s learning and develop-ment (referred to as" Guidelines") in 2012. How to understand and implement the "Guidelines" become a problem which has to be solved urgently in education practice. Children’s development assessment is re-garded as one of the key way to solve this problem. This study entered with children’s mathematics learn-ing, working out the framework of assessment for 4-5 years old children’s mathematics learning com-bined with the Guidelines and children’s development in mathematics, and then implement it in the early childhood education practice, to provide an experience can be referred for implementation "Guidelines".The objects of this study was 4-5 years old children and their teacher from a kindergarten in B district in Shanghai. This research take action research as the main method. During the process of research, methods such as text analysis, observation and interview were also used for data collection and analysis.The research showed that the framework of assessment combined with Guidelines do help teachers to car-ry out the "Guidelines" in the education practice. At the same time, teachers get a promotion in profes-sional ability. Firstly, the content of the assessment framework reflects the characteristics of preschool mathematics learning and development. And from the children’s mathematics learning outcomes to learn-ing approaches and finally to the process ability of mathematic learning, can help teachers focus on from results to process step by step. Secondly, the learning stories as a carrier to provide a procedure frame-work for teachers to implement the assessment. Follow the three steps of learning story, the observation, assessment and curriculum were combined with each other organically. Thirdly, the implementation of the assessment framework not only improved teachers’ ability of assessment but also promote teachers’ re-flection ability to curriculum. Teachers get to adjust the teaching strategies based on assessment results.Thus planning more appropriate kindergarten curriculum. Fourthly, the framework help teachers under-stand better about how to apply and implement the "Guidelines". Finally, during the process of imple-menting framework, teachers’ idea has changed. They would no longer support young children’s devel-opment blindly. In addition, the study also found that the factors such as teacher’s lack of autonomy, and the leaders of kindergarten support insufficiently and teachers’ weakness in profession will affect the im-plementation of the assessment framework.As for this findings, this study put forward the following suggestions:teachers should be given full au-tonomy in the decision making about the curriculum and materials. In addition to teachers, leaders also should realize the importance role of assessment in education practice, and try to take appropriate action to support teachers; Teachers’ improvement of profession can relies not only on the support from experts but also can on the existing kindergarten teachers’ with potential.