By Michael Hilkemeijer

 

Understanding the Importance of Formative Assessment

In both early childhood and primary education, formative assessment plays a crucial role in identifying student learning needs, guiding instructional decisions, and supporting continuous growth. Yet many educators ask: Why is formative assessment important? The answer lies in its power to make learning visible, responsive, and purposeful.

 

This is especially true when integrating ICT and digital technologies in teaching and learning environments. As children explore digital storytelling, programmable toys, or multimedia tools, formative assessment allows educators to capture how learners interact with technology, develop ICT capability, and express their thinking through creative digital means. In early childhood education, this might involve observing a child navigating a drawing app, recording a voice-over on a digital story, or experimenting with a Bee Bot.

 

Formative assessment ensures that educators don’t just use technology—they understand how it’s supporting each child’s developmental journey.

 

The importance of formative assessment lies not just in what it reveals about a child’s current understanding—but in how it informs what comes next. When educators use formative assessment strategies intentionally, they create opportunities to tailor learning experiences, build relationships, and foster deeper engagement.

 

This article explores how formative assessment can be applied across age groups to support meaningful, curriculum-aligned learning. You’ll find:

Part 1: A detailed guide on how formative assessment is used in early childhood education, including real-world examples from digital play-based learning and the ICT in Education Teacher Academy.

Part 2: Practical insights into how formative assessment works in primary classrooms, with examples that support literacy, ICT skills, and inquiry-based learning.

 

 

 

 

Why Is Formative Assessment So Challenging in Early Childhood Education?

Assessment in early childhood education plays a crucial role in understanding a child’s development and learning progress. Unlike summative assessment, which measures learning at the end of a period, formative assessment in early childhood is an ongoing process that allows educators to gather insights into a child's learning journey, adjust teaching strategies, and provide timely support.

 

In early learning environments, assessment for learning in childcare helps educators tailor their approaches to meet individual children's needs. Whether through structured observation, interactive activities, or digital documentation, these strategies empower educators to support young learners effectively. In early childhood education, educators observe and document these observations to use for future planning, ensuring that learning experiences are responsive and developmentally appropriate.

 

 

The Role of Observation in Early Childhood Education

Observation is a cornerstone of effective teaching and learning in early childhood. But what is observation in early childhood education, and why does it matter so much?

 

At its core, the definition of observation in early childhood education refers to the intentional practice of watching, listening, and documenting children’s actions, behaviours, conversations, and interactions to better understand their developmental progress and learning needs. When thoughtfully applied, observation provides educators with authentic insights into children’s interests, strengths, and challenges, making it an essential component of both assessment and planning.

 

The importance of observation in early childhood education becomes even more pronounced when integrating ICT and digital technologies. Observing how children interact with tools like tablets, apps, digital cameras, or programmable toys gives educators crucial formative data about how technology is supporting (or not supporting) their learning.

 

There are various types of observation in early childhood education, including:

• Anecdotal records: Brief, objective notes of significant moments (e.g., a child independently navigating a drawing app).

• Running records: Detailed, continuous recordings of a child’s activity (e.g., step-by-step engagement with a stop-motion animation project).

• Learning stories: Narrative assessments combining text, photos, and reflection.

• Checklists and rating scales: Structured tools to record observable behaviours and ICT capabilities.

 

These approaches help educators apply observation and assessment in early childhood education seamlessly. For example, a teacher may use a checklist to track a child’s routine use of a digital camera, combined with anecdotal notes about how the child chooses to capture nature photos on a digital nature walk.

 

The membership supports educators with tools and strategies that transform these moments into meaningful assessment. Members learn to connect early childhood observation examples directly to curriculum outcomes and use digital platforms to compile early childhood education observation examples that reflect learning over time.

 

When digital technology is part of the learning environment, observation becomes more than just watching—it becomes a tool for understanding how children are expressing creativity, solving problems, and developing digital fluency.

Deepening Our Understanding: Observation and Assessment in Digital Early Learning

Early childhood teachers in kindergarten and preschool make judgements about a young child’s learning progress throughout the day. In digitally enriched environments, observation is the best method to assess a young child’s ICT capability and ICT literacy because most technology activities are practical and process-based.

 

So, what is observation in early childhood education in this context? As an early childhood teacher, you are an engaged observer and collaborator during children's play. You monitor children’s interests and interactions with technology, identifying learning through exploration, problem-solving, and creative expression. Your role is to track how they demonstrate ICT capability as they engage with peers, environments, and digital tools.

 

Improving your capacity to observe digital learning will also boost your TPACK—supporting your ability to integrate technological, pedagogical, and content knowledge effectively.

Key Strategies for Observing ICT Capability

When applying formative assessment strategies to assess ICT capability in early childhood, these proven techniques can guide your practice:

• Observing how the child approaches a digital task.

• Diagnosing difficulties across a series of lessons.

• Identifying which planning strategies support their success.

• Collecting significant digital work (e.g., saved drawings, recordings) into a development portfolio.

• Documenting the learning context—group setting, time, focus level, support required.

• Listening to and recording children’s own reflections on what made their digital activity meaningful.

• Feeding this information back into planning to meet individual needs.

• Judging attainment using EYLF learning outcomes and ICT learning continua.

• Maintaining a clear focus on the learning objective while acknowledging incidental learning.

 

You do not need to assess discrete ICT skills in isolation—they become evident through whole-child observation. For example, a child using a drawing app demonstrates mouse control, tool selection, decision-making, and saving work.

What Do We Assess?

According to Morgan & Siraj-Blatchford (2009), ICT capability includes:

• Routines: Using a touchscreen or graphics tablet.

• Techniques: Inserting an image into a document.

• Processes: Combining multiple ICT skills to create something, e.g., a digital card.

• Conceptual understanding: Recognising terms, tools, and functions.

• Higher-order thinking: Selecting tools, evaluating outcomes, explaining choices.

 

These aspects can be observed when children:

• Decide which ICT tools to use.

• Plan routines and processes.

• Work independently to solve problems.

• Reflect on their ICT use and outcomes.

• Explain their reasoning.

What Questions Should We Ask?

• What happened when you used this?

• How does it work?

• Why did you choose that colour/tool?

• What could we do differently next time?

• What do people use this technology for?

Types and Methods of Observation

• Structured observation: Using a schedule to target groups or ICT tasks.

• Informal observation: Daily monitoring of interaction, attention, and self-initiation.

• Learning stories: Combining photos, narration, and interpretation.

• Checklists and rubrics: Tracking developmental progression.

Sharing and Reporting

Observation also plays a vital role in reporting to families and planning transition statements between early years and primary school. Ensuring a shared language and approach to assessing ICT learning promotes continuity and alignment in children’s education.

Observable Indicators in Digital Play (Digital Play Framework)

Epistemic play (What can this object do?)

• Exploring digital functions.

• Testing responses.

• Seeking help and using feedback.

Ludic play (What can I do with this object?)

• Using tech in pretend play.

• Recording stories and role-play.

• Innovating with digital media.

 

These play-based interactions are rich with formative assessment opportunities, allowing educators to document how children resource their own learning through ICT (EYLF Outcomes 4.4 and 5.4).

 

 

 

 

10 Real Examples of Formative Assessment Strategies That Work

Formative assessment takes many forms in early years settings, ensuring that educators can adapt teaching methods in real-time. Below are some of the most effective and developmentally appropriate examples of formative assessment in early childhood education:

 

1. Planning with Purpose: Integrating ICT Thoughtfully

Intentional planning is essential to effective formative assessment. Within the membership, educators learn how to use the SACK framework (Skills, Attitudes, Concepts, Knowledge) to structure ICT learning outcomes.

Example: Planning a word processing activity where children recreate a story page helps assess skills like typing, formatting, and choosing images. Members use this to document routines (e.g. using the spacebar), techniques (importing and resizing images), and concepts (how images enhance communication).

 

2. Observing What Matters

Observation remains foundational in formative assessment in early years. Educators inside the membership use structured observation techniques and coding systems to evaluate levels of independence, support needed, and engagement.

Example: When children use Bee Bots, teachers observe and document sequencing abilities, reflecting on when to intervene or challenge further. Members use observation templates from the Academy to map these moments to EYLF learning outcomes.

 

3. Capturing Learning Through Digital Documentation

Members learn to use photographs, videos, and annotated learning stories to capture children’s progress in context. These are powerful tools to assess ICT capability and early literacy.

Example: A child records and narrates a digital story about their favourite animal using an iPad. The story is documented, then linked to EYLF Outcome 5. Members use these stories in reflective sessions to adjust their planning.

 

4. Learning from Digital Play

Digital play offers formative insight into children’s independent learning and ICT engagement.

Example: A member documents a child’s use of the Mr Glue Stories app, capturing their ability to build a narrative, select illustrations, and use voice-over features to tell their own version. This formative snapshot informs the next literacy activity.

 

5. Using Dialogue to Drive Assessment

Members are trained to embed reflective questions throughout digital play experiences.

Example: After using a drawing app to paint over a photo, an educator asks, “Why did you choose those colours?” and “What does this part of your picture mean?” These moments are used as formative checkpoints to assess communication and creativity.

 

6. Supporting Peer and Self-Reflection

Through guidance in the membership, educators foster children's reflection on their digital learning.

Example: During a digital puppet show project, children present their stories and comment on their peers’ storytelling. Members learn to facilitate these discussions using prompts and feedback templates.

 

7. Tracking Dispositions and Digital Capability

Members learn to assess children’s routines, techniques, processes, and higher-order skills using tailored checklists.

Example: A child consistently explores the use of paint tools independently. The educator records their growing autonomy and ability to select digital tools with purpose—skills aligned with ICT capability.

 

8. Creating Spaces that Invite Assessment

The learning environment itself is a formative tool. Members are taught to design inclusive, flexible digital spaces that support both adult-led and child-initiated learning.

Example: A digital media station with child-height tablets, drawing apps, and headphones allows children to revisit and refine their creations. Members learn how to monitor these interactions using structured observation forms.

 

9. Involving Families in the Assessment Process

Inside the Academy, educators are encouraged to engage families in documenting children's ICT experiences at home.

Example: A parent shares a video of their child creating a stop-motion animation at home. This is added to the child’s digital portfolio and informs future project planning. Members learn how to include this evidence in individual profiles.

 

10. Giving Feedback That Moves Learning Forward

Effective feedback is at the heart of formative assessment. Members are taught how to deliver task-involving feedback that drives learning forward.

Example: After creating a digital nature collage, a teacher comments: “I noticed you used a new brush tool—how did you decide that would work best for the leaves?” Feedback is recorded in the workbook to track progress and inform next steps.

 

Making It Real: Applying Formative Assessment to Digital Play-Based Learning

Formative assessment isn't just a checklist or a snapshot—it’s embedded in the play, conversations, and digital creations children explore every day. Many of the digital play-based activities in the ICT in Education Teacher Academy offer ideal opportunities to apply the formative strategies outlined above.

 

Here’s how these strategies come to life in real member-accessible lessons:

 

🟢 Digital Nature Walk and Photography

In this activity, children take digital photos of natural objects outdoors.

Formative Assessment in Action:

• Observation: Educators document how children frame their shots—do they zoom in, experiment with angles, or describe what they see?

• Documentation: Photos are uploaded into a portfolio, where children add speech bubbles or voice recordings.

• Reflection: Teachers use prompts like “Tell me about this photo—why did you choose this one?” to assess communication skills and curiosity.

 

🟢 QR Code Nature Hunt

Children scan QR codes to discover digital prompts linked to real-world nature objects.

Formative Assessment in Action:

• Interactive Questioning: “What do you think this plant needs to grow?” helps assess prior knowledge and reasoning.

• Digital Capability Observation: Educators note whether children can independently operate the scanner, locate clues, and navigate instructions.

• Learning Story Compilation: Photos of children using the technology and their verbal responses are compiled into digital learning stories.

 

🟢 Speech Bubble Storytelling with Digital Photos

Children create visual narratives using digital photos and add text or voice commentary.

Formative Assessment in Action:

• Creativity and Language: Observing how children structure stories and articulate their thoughts provides insight into narrative skills and expressive language.

• Peer Reflection: Sharing their stories with classmates gives opportunities for self-assessment and peer feedback.

• EYLF Linkage: Outcomes like effective communication (Outcome 5) and confident learners (Outcome 4) are tracked using workbook templates.

 

🟢 Stop-Motion Animation for Storytelling

Children plan and record animations using physical models and digital tools.

Formative Assessment in Action:

• Process Observation: Educators track children’s ability to sequence, problem-solve, and use digital tools cooperatively.

• Feedback Moments: “How did you plan this scene?” or “What was tricky about making it move?” prompt reflective thinking.

• Assessment Recording: The animation becomes part of the digital portfolio, showing learning progression and creativity.

 

 

Examples of Technology in Early Childhood Education

Digital technologies offer endless opportunities to support formative assessment in developmentally appropriate ways. When used intentionally, they help educators observe, document, and reflect on children's learning more effectively.

In the ICT in Education Teacher Academy, members explore real-world examples of technology in early childhood education, such as:

• Using Bee Bots to teach sequencing and direction, supporting both mathematical thinking and problem-solving skills.

• Capturing children's digital artwork with voiceovers to assess communication and creativity.

• Creating stop-motion animations to reflect narrative understanding and expressive storytelling.

• Facilitating speech bubble storytelling on tablets to assess early literacy and language development.

These tools don't just support learning—they provide rich evidence for formative assessment and help educators plan responsive, engaging learning experiences.

 

 

How the Membership Helps You Overcome the Challenges of Formative Assessment

The ICT in Education Teacher Academy equips educators with everything needed to confidently implement formative assessment in early childhood education. Through the workshop ‘Observation and Documenting ICT Learning’ and supporting materials, members gain:

 

• A comprehensive workbook to structure and reflect on observation, documentation, and formative assessment practices.

• Practical frameworks such as the Assessment Cycle, SACK planning tool, and digital portfolio templates.

• Real examples from the membership like:

  • Programming Bee Bots to explore cause and effect.

  • Creating digital art with commentary to assess fine motor skills and expressive language.

  • Collaborative use of storytelling apps for peer assessment.

• Tools to assess ICT techniques (e.g., using a mouse), routines (e.g., opening and saving files), and higher-order thinking skills (e.g., planning a digital presentation).

• Planning templates to align digital learning experiences with EYLF learning outcomes, ensuring assessment is always purposeful.

 

Through these experiences, members are guided to:

• Track growth in ICT capability.

• Identify next learning steps using formative insights.

• Reflect and refine their digital pedagogy.

• Confidently assess higher-order skills like decision-making and self-reflection using structured observation tools.

You Don’t Have to Navigate Formative Assessment Alone

The top examples of formative assessment in early childhood education include observational techniques, structured documentation, digital play-based assessment, and responsive planning. These methods support a child’s learning journey, particularly when applied intentionally within a supportive environment.

 

Educators in the ICT in Education Teacher Academy are empowered to apply these strategies using real examples, actionable resources, and a clear learning path. The membership helps you transform ICT into a purposeful tool for learning and assessment.

 

How are you capturing children's learning with digital technologies—and how might structured support from the Academy help you make every digital experience count? Join today and start applying formative assessment strategies with confidence and clarity.

 

 

 

 

Formative Assessment in Primary Schools

Building on the examples from early childhood education, we now turn to the application of formative assessment in primary schools. Many educators wonder, "What is formative assessment in primary schools?" and how it can be used effectively in classrooms that integrate ICT.

 

Formative assessment in primary education—also known as Assessment for Learning (AfL)—is the ongoing, day-to-day practice of understanding where students are in their learning, diagnosing misconceptions, and planning the next steps in instruction. This is particularly important when developing ICT capability, where skills are often non-linear and require both conceptual understanding and technical fluency.

 

 

What Does Formative Assessment Involve in Primary School ICT?

When integrated into ICT-rich learning, formative assessment strategies in primary school include:

• Observing how students approach and solve digital tasks (e.g. searching online, creating a presentation).

• Diagnosing difficulties across multiple lessons, particularly when using complex software.

• Recording development over time with a digital portfolio.

• Collecting feedback and reflections from students about their digital creations.

• Judging progress using the ICT Capability Learning Continuum from the Australian Curriculum.

 

These are key types of formative assessment in primary schools, and they help teachers focus on learning goals while being responsive to how students interact with technology.

Examples of Formative Assessment in Primary School Using ICT

1. Investigating with ICT – Research & Literacy Projects
In a Year 5 persuasive writing unit, students use search engines to collect information for a report. Teachers assess:

• How students define and refine their searches.

• Whether they can identify reliable sources.

• Their ability to summarise and combine information into a multimodal text.

Assessment Strategies: Observation of online search behavior, student reflections on reliability, and the creation of annotated bibliographies.

 

2. Evaluating Websites – Digital Literacy in Action
Students review multiple websites to determine trustworthiness. They write reviews, citing author credibility and comparing content.

Assessment Strategies: Note-taking templates, structured questioning, and peer discussion.

 

3. Retelling a Narrative with PowerPoint
Students recreate a scene from a story using digital photos, graphic editing, and PowerPoint. This activity integrates ICT and English.

Assessment Strategies: Observation of photo editing skills, student discussion on scene choices, and use of story sequencing in digital slides.

 

4. Creating Persuasive Texts with Multimodal Tools
Students design advertisements using PowerPoint or Google Slides, experimenting with WordArt, fonts, and layout to present persuasive arguments.

Assessment Strategies: Recording students’ planning discussions, evaluating drafts, and tracking feedback changes.

 

5. Collaborative Comparisons – Writing with Purpose
Students compare two experiences (e.g., bushwalking vs. rock climbing) using a structured PowerPoint template and persuasive writing.

Assessment Strategies: Teacher observations of group planning, analysis of slide structure, and student self-evaluation using rubrics.

Why Formative Assessment is Essential in ICT-Rich Primary Classrooms

• It allows teachers to respond quickly to where students are in the learning process.

• It supports differentiated instruction based on real-time data.

• It provides contextualised assessment of ICT skills embedded in real learning tasks.

• It builds students' reflective habits and ownership of learning.

 

When combined with summative assessment, such as a final published multimodal project, formative strategies ensure that learning is scaffolded, supported, and sustained.

How the Membership Helps You Overcome the Challenges of Formative Assessment

Inside the ICT in Education Teacher Academy, members have access to a targeted professional development workshop titled 'Formative Assessment in Primary Schools'. This workshop is specifically designed to help primary educators confidently assess ICT capability across all learning areas, following both the Australian Curriculum and inclusive classroom strategies.

 

Members not only gain access to the workshop content but also receive a downloadable PDF eBook that outlines how to:

• Identify learning intentions aligned with ICT capability development.

• Use the Learning Continuum to judge student progression in ICT.

• Apply observation strategies for techniques, routines, concepts, and higher-order thinking.

• Combine formative and summative methods using real classroom examples.

• Design effective assessment activities that reflect learning across multiple subjects.

 

This is where the membership learning journey comes into focus. Building on their early childhood practice, primary educators inside the Academy are guided through:

• Using the membership workbook to map student progress and document formative insights.

• Applying the SACK planning method (Skills, Attitudes, Concepts, Knowledge) to structure lesson plans and formative tasks.

• Developing classroom-based assessment cycles using observation logs, reflection prompts, and digital portfolios.

 

The membership also includes:

• Practical templates to help design ICT-rich learning activities.

• Strategies for identifying and assessing higher-order skills (e.g., decision-making, evaluating ICT tools).

• Tools for planning collaborative and individual assessments, including those tailored for group work, diverse learners, and inclusive settings.

 

Through this primary-focused workshop, members move beyond product-based assessment and learn how to:

• Observe students in action and document meaningful learning.

• Focus on decision-making and problem-solving—the true indicators of ICT capability.

• Align assessment practices with TPACK and the Australian Professional Standards for Teachers.

 

By integrating these strategies into their everyday teaching, members develop a comprehensive understanding of formative assessment—not as an add-on, but as an embedded practice that shapes learning and supports growth. And through the workbook, they not only plan and apply what they’ve learned but reflect, refine, and track their success every step of the way.

 

 

You Don’t Have to Navigate Formative Assessment Alone

The top examples of formative assessment in early childhood education include observational techniques, structured documentation, digital play-based assessment, and responsive planning. These methods support a child’s learning journey, particularly when applied intentionally within a supportive environment.

 

Educators in the ICT in Education Teacher Academy are empowered to apply these strategies using real examples, actionable resources, and a clear learning path. The membership helps you transform ICT into a purposeful tool for learning and assessment.

 

How are you capturing children's learning with digital technologies—and how might structured support from the Academy help you make every digital experience count? Join today and start applying formative assessment strategies with confidence and clarity.