Comparative Study of Child Assessment Practices in English and Korean Preschools

Autor/in	Nah, Kwi-Ok
Titel	Comparative Study of Child Assessment Practices in English and Korean Preschools
Quelle	In: European Early Childhood Education Research Journal, 22 (2014) 5, S.660-678 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1350-293X
DOI	10.1080/1350293X.2014.919780
Schlagwörter	Comparative Analysis; Preschool Children; Preschool Education; Interviews; Preschool Teachers; Preschool Evaluation; Educational Practices; Student Evaluation; Transcripts (Written Records); Comparative Education; Institutional Characteristics; Teacher Surveys; Teacher Attitudes; Content Analysis; Evaluation Methods; Summative Evaluation; Home Visits; Intervention; Educational Policy; Government Role; Foreign Countries; Evaluation Research; Evaluation Utilization; Evaluation Problems; South Korea; United Kingdom (England) + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Erzieher; Erzieherin; Kindergärtnerin; Bildungspraxis; Schulnote; Studentische Bewertung; Vergleichende Erziehungswissenschaft; Lehrerverhalten; Inhaltsanalyse; Hausbesuch; Politics of education; Bildungspolitik; Ausland; Evaluationsforschung; Korea; Republik
Abstract	Child assessment practices in English and Korean preschools were compared by analysing data from interviews with educators, examples of child assessment, and official documents from each country. Child assessment in England was systematically implemented and characterised by several methodological and procedural strengths, whereas assessment in Korea was fragmented and unsystematic. However, the English system led to burdensome workloads for educators, the ranking of children and institutions, and practices that contradicted developmentally appropriate principles. Authorities governing kindergartens and childcare centres in Korea need to develop a uniform framework, tools, and guidelines for child assessment and to improve the structure of the early childhood education and care (ECEC) via financial support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10