Systematikk eller tilfeldighet? Erfaringer fra et FoU-prosjekt om vurdering i barnehagen

The article discusses experiences from an interactive research and development study that focuses on the assessment of children’s well-being and development in kindergartens. The project was carried out as a collaboration between two kindergartens, an external supervisor and two researchers. The aim was to gain knowledge about the assessment work, and to contribute in strengthening kindergarten teachers’ assessment language. The article has the following research question: How can collaboration on the assessment of children’s well-being and comprehensive development contribute to developing a more systematic assessment practice in kindergartens?

The results showed that the kindergarten teachers developed a heightened awareness regarding their own assessments, a common conceptual understanding, a greater degree of written documentation and a more collective practice that the researchers described as a systematic assessment practice. Not least, they became more aware of conditions that could reduce children’s opportunities regarding well-being and development. 

The researchers chose a qualitative and interactive design. The study was divided into two activity systems: a research system and a practice system. The research system consisted of the researchers’ observations and interviews of the participants, while the practice system consisted of kindergarten activities led by kindergarten teachers. The project was divided into four phases: the first three phases involved group interviews with kindergarten teachers (N=25) and kindergarten coordinators (N=3). 12 interviews each lasting approximately 1.5 hours were conducted. The final phase consisted of an analysis of the interviews, conducted by the researchers, and a final dialogue seminar in which the researchers and participants reviewed the researchers’ interpretations and analyses. 

Eik, L. T. & Steinnes, G. S. (2019). «Systematikk eller tilfeldighet? Erfaringer fra et FoU-prosjekt om vurdering i barnehagen». Norsk Pedagogisk Tidsskrift, 103(02-03):145-158.