References

• Absolum, M., Flockton, L., Hattie, J., Hipkins, R., & Reid, I. (2009). Directions for assessment in New Zealand: Developing students’ assessment capabilities. Unpublished paper prepared for the Ministry of Education.
• Ahmad, N., Shaheen, N., & Hussain, S. (2022). Professional Qualification: An Analysis of Khyber Pakhtunkhwa New Teachers’ Recruitment Policy. The Dialogue, 17(1), 38- 52.
• Alvarado-Suárez, M. A., & Acosta-González, H. N. (2022). The effects of an early childhood education care program on child development as a function of length of exposure in Ecuador. International Journal of Educational Development, 89, 102559. https://doi.org/10.1016/j.ijedudev.2022.1025 59
• Amoah, A., Dzakadzie, Y., & Agbayisah, S. (2022). Training And Perception Of Assessment Practices Of Early Childhood Teachers In The Tema West Metropolis, GHANA. European Journal of Education Studies, 9(2). https://doi.org/10.46827/ejes.v9i2.4165
• Bruijns, B. A., Adamo, K. B., Burke, S. M., Carson, V., Irwin, J. D., Naylor, P. J., Timmons, B. W., Vanderloo, L. M., & Tucker, P. (2020). Early childhood education candidates’ perspectives of their importance and responsibility for promoting physical activity and minimizing screen-viewing opportunities in childcare. Journal of Early Childhood Teacher Education, 43(1), 87–104. https://doi.org/10.1080/10901027.2020.1818 651
• Harlen, W., & James, M. (1997). Assessment and Learning: differences and relationships between formative and summative assessment. Assessment in Education: Principles, Policy & Practice, 4(3), 365–379. https://doi.org/10.1080/0969594970040304
• Mallory, B. L., & New, R. S. (1994). Diversity & Developmentally Appropriate Practices: Challenges for Early Childhood Education.Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027..
• Marra, G. R. (2004). Assessment in Early Childhood Education. Digital Collections @ Dordt. https://digitalcollections.dordt.edu/med_these s/2/
• McLachlan, C., Fleer, M., & Edwards, S. (2018). Early childhood curriculum: Planning, assessment and implementation. Cambridge University Press.
• McLaughlin, T., Cherrington, S., McLachlan, C., Aspden, K., Hunt, L., & Gifkins, V. (2022). Data, knowledge, action: Exploring sustained shared thinking to deepen young children’s learning.
• Mendoza, N. B., Cheng, E. C., & Yan, Z. (2022). Assessing teachers’ collaborative lesson planning practices: Instrument development and validation using the SECI knowledge- creation model. Studies in Educational Evaluation, 73, 101139. https://doi.org/10.1016/j.stueduc.2022.101139
• Ntumi, S. (2016). Challenges Pre-School Teachers Face in the Implementation of the Early Childhood Curriculum in the Cape Coast Metropolis. Journal of Education and Practice, 7(1), 54-62.
• Pyle, A., & DeLuca, C. (2013). Assessment in the Kindergarten Classroom: An Empirical Study of Teachers’ Assessment Approaches. Early Childhood Education Journal, 41(5), 373– 380. https://doi.org/10.1007/s10643-012- 0573-2
• Whitaker, A. A., Jenkins, J. M., & Duer, J. K. (2022). Standards, curriculum, and assessment in early childhood education: Examining alignment across multiple state systems. Early Childhood Research Quarterly, 58, 59-74.
• Zelenska, O., Kondra, O., & Galaidin, A. (2022). Formative Assessment As Effective Classroom Practice. Scientific Journal of Polonia University, 50(1), 151–155. https://doi.org/10.23856/5018