In Early Childhood Development (ECD), effective assessment methods are essential in
ensuring that young learners acquire foundational language skills. Among these skills,
listening and observing are crucial components of the ECD English syllabus, laying the
ground work for communication, comprehension and language development.One of the
practical tool that supports assessment in this, is the checklist, which offers a structured
ongoing approach to monitor learners progress. This discussion will focus on how the
checklist assist in the monitoring and assessment of ECD B learners by enabling the teacher
to track learners progress in real time, supporting individualized learning and promote
inclusive monitoring. Some of the limitations and the solutions will aslo be discussed and the
key terms to be defined are checklist and assessment.
According to UNESCO (2021) a checklist is a structured tool used to systematically observe,
record and evaluate specific behaviors , skills or competencies during learning
activities.Chitate (2022) also defines a checklist as an assessment instrument that allows
educators to track a learner's progress by marking observed behaviors or achievements
against predetermined criteria. Therefore, a checklist is a systematic list that an ECD
practitioner can use to assess whether specific learning outcomes are being met.
In the view of Black and Wiliam (2023) assessment is a process of gathering, interpreting and
using evidence to inform teaching and learning aimed at improving learners outcomes.
UNESCO (2020) also defines assessment as a systematic process for measuring learner's
progress and performance to guide instruction and improve educational quality. Therefore,
assessment is both a tool for measuring learning and a guide for improving teaching and
learning strategies, especially in inclusive educational settings.
A checklist plays an important role in the teaching and learning of English language by
assessing and monitoring learner's skills on listening and observation hence enabling the
teacher to track progress in real life time. According to Mpofu (2023), the checklist aligns
with the Principles of continuous assessment by enabling daily or weekly monitoring of
learner development in communication skills. This is particularly relevant in a heritage based
curriculum where language acquisition is tied to cultural relevance for instance in an early
childhood development (ECD) classroom , the teacher uses a skills checklist to assess
learners listening and observation abilities during a morning nature sounds activity by playing
recorded sounds of animals like a lion roaring or birds chirping and then ask learners to
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identify each sound. Therefore, this recorded information helps the teacher to identify the
learners who did well and those who need assistance in sound identification or following
instructions hence guiding future planning and individualized support.
Furthermore, a checklist promotes individualized learning. Mariga and McConkey (2023)
highlights that individualized monitoring tools like checklist respect learner diversity and
enhance inclusive practices. By doing this learners can be able to observe and improve on
their weaknesses by immetating others through listening and observation. This fosters logical
thinking and problem solving skills develop for instance each learner can be able to make the
alphabet sounds and develop phonemic awareness at their own pace hence building their
confidence and motivating them. Therefore, a checklist help the teacher to pin point where a
learner is excelling or struggling, providing the basis for individualized support.
Additionally, checklist promote inclusive monitoring by ensuring that all children including
those with learning delays or language barriers are equally observed and supported for
instance a learner who does not verbally respond may still demonstrate understanding
through gestures or expectations which a checklist help to capture.UNESCO (2021) also
supports this view, stating that inclusive and formative assessment tools in early childhood
development encourage equitable learning outcomes and responsiveness to learners
needs.Therefore, the teachers may also enhance the inclusivity by accommodating all the
learners despite their differences in listening during story telling. The teacher must also
demonstrate active listening for example through eye contact, nodding or reacting
appropriately so that the learners begin to develop the ability to concentrate for longer periods
as well as seeing if learners are able to respond to given instructions.
However, while checklist are useful their effectiveness depends on how well they are
designed and implemented. Overly generic and rigid checklist may fail to capture nuanced
learner behaviors and if not consistently used, they may lead to incomplete assessment. The
checklist can also be time consuming as the teacher take much time in monitoring and
assessing the learners for instance in a large classroom. Therefore, to overcome these
limitations teachers may use checklist alongside anecdotal records, portfolios and observation
notes to give a fuller picture of learner's progress and also provide professional development
for ECD teachers to improve their skills in using and interpreting checklist objectively and
effectively.
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To sum it up , checklist are essential tools in monitoring and assessing, listening and
observation skills in early childhood development. This enables the teacher to track progress
in real life time, enhance individualized learning and supports inclusive monitoring and
heritage based approaches as well as language development .However their, effectively
depend on proper application and continuous teacher training.
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References
Black, P. & Wiliam, D.( 2018). Assessment for learning: Reimaging and Directions. London
Routeledge.
Chitate, H. (2022) Assessment Techniques in ECD Classrooms. Gweru Mambo Press.
Mariga, L.and McConkey, R., 2023. Inclusive education in early childhood: supporting
individualized learning. Harare: Zimbabwe Publishing House.
Mpofu, S. (2023). Heritage- Based curriculum implementation in ECD. Bulawayo : ZPH
Publishers.
UNESCO (2021) Inclusive Pedagogies in Early Childhood Education. Paris : UNESCO
Publishing.
UNESCO (2023). Reimagining Assessment in inclusive Education systems Paris: UNESCO
Publishing.
UNESCO, 2021. learning and Teaching for Sustainable Development. Paris : UNESCO
Publishing.
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