{"id":8328,"date":"2025-11-24T20:25:52","date_gmt":"2025-11-24T14:25:52","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8328"},"modified":"2025-11-24T20:31:06","modified_gmt":"2025-11-24T14:31:06","slug":"%e0%a6%aa%e0%a6%b0%e0%a7%8d%e0%a6%af%e0%a6%ac%e0%a7%87%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%a3-%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af%e0%a6%be%e0%a6%af%e0%a6%bc%e0%a6%a8","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%97%e0%a6%ac%e0%a7%87%e0%a6%b7%e0%a6%a3%e0%a6%be-%e0%a6%95%e0%a7%87%e0%a6%a8%e0%a7%8d%e0%a6%a6%e0%a7%8d%e0%a6%b0-%e0%a6%ac%e0%a6%bf%e0%a6%a8%e0%a6%be%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af\/%e0%a6%aa%e0%a7%8d%e0%a6%b0%e0%a6%be%e0%a6%a5%e0%a6%ae%e0%a6%bf%e0%a6%95-%e0%a6%ac%e0%a6%9b%e0%a6%b0%e0%a7%87%e0%a6%b0-%e0%a6%95%e0%a6%be%e0%a6%a0%e0%a6%be%e0%a6%ae%e0%a7%8b\/%e0%a6%aa%e0%a6%b0%e0%a7%8d%e0%a6%af%e0%a6%ac%e0%a7%87%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%a3-%e0%a6%ae%e0%a7%82%e0%a6%b2%e0%a7%8d%e0%a6%af%e0%a6%be%e0%a6%af%e0%a6%bc%e0%a6%a8\/","title":{"rendered":"\u09aa\u09b0\u09cd\u09af\u09ac\u09c7\u0995\u09cd\u09b7\u09a3, 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0.35rem 0;\r\n      font-size: 0.95rem;\r\n      max-width: 640px;\r\n      line-height: 1.65;\r\n      opacity: 0.95;\r\n      font-weight: 400;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"ey-wrap\">\r\n\r\n    <!-- Hero -->\r\n    <header class=\"ey-hero\">\r\n      <img decoding=\"async\" data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/09\/EarlyYears1.webp\"\r\n           alt=\"Teacher in a Bangladeshi early years classroom observing children\u2019s play and learning\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" class=\"lazyload\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/1024;\">\r\n      <div class=\"ey-hero-inner\">\r\n        <div class=\"ey-hero-kicker\">Early Years Framework \u00b7 Assessment<\/div>\r\n        <h1>Observation, assessment and school readiness<\/h1>\r\n        <p class=\"ey-hero-sub\">\r\n          Replacing exam-style early assessment with observational, developmental evaluation in Bangladeshi early years classrooms.\r\n        <\/p>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- 1. Evidence foundations -->\r\n    <section class=\"ey-intro\" aria-labelledby=\"ey-assess-intro-heading\">\r\n      <h2 id=\"ey-assess-intro-heading\">1. Evidence foundations: why assessment in early years is different<\/h2>\r\n      <p>\r\n        Early years assessment should not look like primary school assessment. Young children do not\r\n        develop in neat, linear patterns. They grow in bursts, pauses, regressions and leaps.\r\n      <\/p>\r\n      <p>\r\n        Research in early childhood education shows that effective early assessment is observational,\r\n        continuous, holistic and developmental. It is used to support learning, not to rank children.\r\n        It recognises development across language and communication, personal, social and emotional\r\n        development, physical development, early cognitive skills, play and interaction and\r\n        self-regulation.\r\n      <\/p>\r\n      <p>\r\n        This kind of assessment is not about judging who is \u201cahead\u201d or \u201cbehind\u201d. It is about\r\n        understanding each child\u2019s developmental journey and responding accordingly.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 2. Why this matters in Bangladesh -->\r\n    <section aria-labelledby=\"ey-assess-bd-heading\">\r\n      <h2 id=\"ey-assess-bd-heading\">2. Why this matters in Bangladesh (BD)<\/h2>\r\n      <p>\r\n        In many Bangladeshi early years settings, assessment is heavily influenced by exam culture.\r\n        Children as young as three or four may be given worksheets, formal tests and rankings, and\r\n        labelled as \u201cweak\u201d or \u201cstrong\u201d based on early performance.\r\n      <\/p>\r\n      <p>\r\n        This can create pressure on young children, anxiety around learning, narrowing of the\r\n        curriculum towards what is easily tested and inaccurate judgments about true ability. It also\r\n        risks confusing early performance with long-term potential.\r\n      <\/p>\r\n      <p>\r\n        The EBTD Early Years Framework (Bangladesh, BD) proposes a clear shift:\r\n      <\/p>\r\n      <ul>\r\n        <li>From test-based assessment to observation-based assessment.<\/li>\r\n        <li>From ranking to understanding.<\/li>\r\n        <li>From judgment to developmental support.<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- 3. Observation-based assessment -->\r\n    <section aria-labelledby=\"ey-assess-observe-heading\">\r\n      <h2 id=\"ey-assess-observe-heading\">3. Observation-based assessment: what it really looks like<\/h2>\r\n      <p>\r\n        Observation-based assessment means watching children carefully as they play, talk, move and\r\n        interact in real situations. Teachers notice how a child uses language, interacts with peers,\r\n        solves problems, expresses emotions, moves and responds to challenges.\r\n      <\/p>\r\n      <p>\r\n        This type of assessment happens during normal classroom activities: free play, group work,\r\n        routines and informal conversations. It does not require putting children under stress. It\r\n        requires teachers to become careful observers and reflective professionals.\r\n      <\/p>\r\n      <p>Key features include:<\/p>\r\n      <ul>\r\n        <li>Brief notes and records.<\/li>\r\n        <li>Checklists linked to developmental domains.<\/li>\r\n        <li>Photo or audio documentation where appropriate and ethical.<\/li>\r\n        <li>Regular reflection on patterns over time.<\/li>\r\n      <\/ul>\r\n      <p>\r\n        This aligns strongly with EBTD\u2019s assessment principles in the\r\n        <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/guide-to-better-assessment\/\">\r\n          Guide to Better Assessment\r\n        <\/a>, adapted here for early years.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 4. Developmental check at age 3 -->\r\n    <section aria-labelledby=\"ey-assess-age3-heading\">\r\n      <h2 id=\"ey-assess-age3-heading\">4. Developmental check at age 3 (Bangladesh context)<\/h2>\r\n      <p>\r\n        A developmental check at age 3 is not a test. It is a structured way of noticing where\r\n        children are in their development, so that support can be provided early.\r\n      <\/p>\r\n      <p>In the Bangladeshi context, this check should focus on:<\/p>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <div class=\"ey-panel\">\r\n          <h3>a. Language and communication<\/h3>\r\n          <ul>\r\n            <li>Does the child use words and gestures to communicate?<\/li>\r\n            <li>Can they follow simple instructions?<\/li>\r\n            <li>Do they try to join conversations?<\/li>\r\n          <\/ul>\r\n\r\n          <h3>b. Social interaction<\/h3>\r\n          <ul>\r\n            <li>Does the child play near or with other children?<\/li>\r\n            <li>Do they respond to familiar adults?<\/li>\r\n            <li>Do they show curiosity and interest in people and activities?<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n\r\n        <div class=\"ey-panel\">\r\n          <h3>c. Physical development<\/h3>\r\n          <ul>\r\n            <li>Can they walk, run and climb with confidence?<\/li>\r\n            <li>Do they use hands for basic tasks like feeding and holding objects?<\/li>\r\n          <\/ul>\r\n\r\n          <h3>d. Emotional development<\/h3>\r\n          <ul>\r\n            <li>Can they express basic emotions?<\/li>\r\n            <li>How do they react when frustrated or upset?<\/li>\r\n            <li>Do they seek comfort and support from adults?<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n      <\/div>\r\n\r\n      <p>\r\n        This check should be carried out through observation, interaction and gentle engagement \u2013 not\r\n        through formal tasks or written tests.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 5. School readiness profile at age 5 -->\r\n    <section aria-labelledby=\"ey-assess-ready-heading\">\r\n      <h2 id=\"ey-assess-ready-heading\">5. School readiness profile at age 5<\/h2>\r\n      <p>\r\n        School readiness is often misunderstood as being able to read, write and count. Research shows\r\n        that true readiness includes emotional self-regulation, ability to follow routines, basic\r\n        language skills, social interaction, curiosity, physical coordination and the ability to focus\r\n        for short periods.\r\n      <\/p>\r\n      <p>\r\n        In the Bangladeshi context, a school readiness profile at age 5 should capture:\r\n      <\/p>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <div class=\"ey-panel\">\r\n          <h3>a. Learning behaviours<\/h3>\r\n          <ul>\r\n            <li>Does the child show interest in activities?<\/li>\r\n            <li>Can they listen for short periods?<\/li>\r\n            <li>Do they keep trying when tasks are difficult?<\/li>\r\n          <\/ul>\r\n\r\n          <h3>b. Communication<\/h3>\r\n          <ul>\r\n            <li>Can the child express basic needs and ideas?<\/li>\r\n            <li>Do they understand and follow simple instructions?<\/li>\r\n            <li>Are they beginning to take part in group talk?<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n\r\n        <div class=\"ey-panel\">\r\n          <h3>c. Social development<\/h3>\r\n          <ul>\r\n            <li>Can the child play cooperatively with others?<\/li>\r\n            <li>Can they manage simple conflicts with support?<\/li>\r\n            <li>Do they understand basic classroom norms?<\/li>\r\n          <\/ul>\r\n\r\n          <h3>d. Physical readiness<\/h3>\r\n          <ul>\r\n            <li>Do they have fine motor control for simple tasks?<\/li>\r\n            <li>Can they sit, move and play safely?<\/li>\r\n            <li>Can they use basic self-care skills such as handwashing?<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n      <\/div>\r\n\r\n      <p>\r\n        This profile should be shared with parents and schools as a support tool \u2013 not as a\r\n        gatekeeping test.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 6. Why formal testing harms early learners -->\r\n    <section aria-labelledby=\"ey-assess-harm-heading\">\r\n      <h2 id=\"ey-assess-harm-heading\">6. Why formal testing harms early learners<\/h2>\r\n      <p>\r\n        Research strongly warns against formal testing in early childhood. When young children are\r\n        regularly tested, they may rely on memorisation rather than understanding, fear making\r\n        mistakes, avoid challenging tasks and lose natural curiosity.\r\n      <\/p>\r\n      <p>\r\n        In Bangladesh\u2019s exam-driven culture, this pressure can be intense. But early years should be a\r\n        space for exploration, curiosity, talk, play, movement and social learning \u2013 not for\r\n        producing mini-exam candidates.\r\n      <\/p>\r\n      <p>\r\n        Formal testing in early years risks damaging children\u2019s relationship with learning, their\r\n        confidence and their long-term outcomes.\r\n      <\/p>\r\n    <\/section>\r\n\r\n    <!-- 7. Practical tools for observational assessment -->\r\n    <section aria-labelledby=\"ey-assess-tools-heading\">\r\n      <h2 id=\"ey-assess-tools-heading\">7. Practical tools for observational assessment in Bangladeshi classrooms<\/h2>\r\n      <p>\r\n        Teachers do not need complex systems to begin observation-based assessment. Small, sustainable\r\n        tools are most effective.\r\n      <\/p>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>a. Simple observation sheets<\/h3>\r\n        <p>\r\n          Use brief checklists focused on developmental domains rather than academic content. Capture\r\n          key behaviours during everyday activities.\r\n        <\/p>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>b. Learning journals<\/h3>\r\n        <p>\r\n          Keep a collection of notes, drawings, photos and examples of children\u2019s work over time.\r\n          These show progress more clearly than test scores.\r\n        <\/p>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>c. Parent conversations<\/h3>\r\n        <p>\r\n          Parents hold important information about children\u2019s development. Regular conversations help\r\n          build a fuller picture and strengthen home\u2013school partnerships.\r\n        <\/p>\r\n      <\/div>\r\n\r\n      <div class=\"ey-panel\">\r\n        <h3>d. Narrative descriptions<\/h3>\r\n        <p>\r\n          Short written observations describing real classroom interactions can be powerful.\r\n        <\/p>\r\n        <p><strong>Example:<\/strong><\/p>\r\n        <p>\r\n          \u201cToday Rahim built a tower of blocks with two friends. He negotiated roles, shared materials\r\n          and used four different words to describe the colours.\u201d\r\n        <\/p>\r\n        <p>\r\n          This tells far more about Rahim\u2019s development than a single test score.\r\n        <\/p>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 8\u20139 Active ingredients & pitfalls -->\r\n    <section aria-labelledby=\"ey-assess-active-pitfalls-heading\">\r\n      <h2 id=\"ey-assess-active-pitfalls-heading\">8. Active ingredients and common pitfalls<\/h2>\r\n\r\n      <div class=\"ey-flex-two\">\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-assess-active-heading\">\r\n          <h3 id=\"ey-assess-active-heading\">8.1 Non-negotiable active ingredients<\/h3>\r\n          <p>Effective early years assessment in Bangladesh should include:<\/p>\r\n          <ul>\r\n            <li>Observation during natural play and learning.<\/li>\r\n            <li>Focus on developmental domains, not academic scores.<\/li>\r\n            <li>Regular reflection by teachers.<\/li>\r\n            <li>Clear communication with parents.<\/li>\r\n            <li>Using assessment to support, not rank, children.<\/li>\r\n          <\/ul>\r\n          <p>\r\n            Without these, assessment risks becoming harmful rather than helpful.\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"ey-panel\" aria-labelledby=\"ey-assess-pitfalls-heading\">\r\n          <h3 id=\"ey-assess-pitfalls-heading\">8.2 Common pitfalls and how to avoid them<\/h3>\r\n          <p>Common mistakes include:<\/p>\r\n          <ul>\r\n            <li>Using written tests for very young children.<\/li>\r\n            <li>Treating assessment as a one-time event.<\/li>\r\n            <li>Focusing only on literacy and numeracy.<\/li>\r\n            <li>Using assessment to label children.<\/li>\r\n            <li>Collecting data without using it to support learning.<\/li>\r\n          <\/ul>\r\n          <p>To avoid these, schools can:<\/p>\r\n          <ul>\r\n            <li>Reduce worksheets and formal testing.<\/li>\r\n            <li>Train teachers in observation skills.<\/li>\r\n            <li>Connect assessment to planning and targeted support.<\/li>\r\n            <li>Involve parents in understanding development.<\/li>\r\n            <li>Focus on progress over time, not comparison between children.<\/li>\r\n          <\/ul>\r\n        <\/div>\r\n      <\/div>\r\n    <\/section>\r\n\r\n    <!-- 10. Reflection -->\r\n    <section class=\"ey-reflect\" aria-labelledby=\"ey-assess-reflect-heading\">\r\n      <h2 id=\"ey-assess-reflect-heading\">9. Reflection and implementation questions<\/h2>\r\n      <p>Use these prompts in staff meetings, coaching or personal reflection.<\/p>\r\n\r\n      <h3>For teachers<\/h3>\r\n      <ul>\r\n        <li>Do I spend more time testing or observing?<\/li>\r\n        <li>What do my observations actually help me do differently in class?<\/li>\r\n        <li>How do I respond when a child is struggling?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For leaders<\/h3>\r\n      <ul>\r\n        <li>What assessment messages are we sending to staff and parents?<\/li>\r\n        <li>Are teachers supported or pressured by our current assessment systems?<\/li>\r\n        <li>How can we move towards observation-based models?<\/li>\r\n      <\/ul>\r\n\r\n      <h3>For school teams<\/h3>\r\n      <ul>\r\n        <li>How are children\u2019s early years outcomes currently judged?<\/li>\r\n        <li>What would a developmental assessment system look like in our context?<\/li>\r\n        <li>How can we align school readiness practices with child development, not exam culture?<\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- 11. Related resources -->\r\n    <section class=\"ey-related\" aria-labelledby=\"ey-assess-related-heading\">\r\n      <h2 id=\"ey-assess-related-heading\">10. Related EBTD early years and assessment resources<\/h2>\r\n      <p>\r\n        This observation and readiness strand connects directly to EBTD\u2019s wider assessment and early\r\n        years work:\r\n      <\/p>\r\n      <ul>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/guide-to-better-assessment\/\">\r\n            EBTD Guide to Better Assessment\r\n          <\/a>\r\n          \u2013 core assessment principles and practice, adapted here for early years.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-teaching\/\">\r\n            Early Years Teaching in Bangladesh\r\n          <\/a>\r\n          \u2013 guidance on pedagogy, routines and developmentally appropriate practice.\r\n        <\/li>\r\n        <li>\r\n          <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\">\r\n            EBTD Early Years Framework \u2013 Landing Page\r\n          <\/a>\r\n          \u2013 overview of all ten strands of the framework.\r\n        <\/li>\r\n      <\/ul>\r\n    <\/section>\r\n\r\n    <!-- Newsletter CTA -->\r\n    <section class=\"ey-cta\" aria-labelledby=\"ey-assess-cta-heading\">\r\n      <h2 id=\"ey-assess-cta-heading\">Stay connected with EBTD Early Years work<\/h2>\r\n      <p>\r\n        If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free\r\n        classroom tools, and updates on our training in Bangladesh\u2014no spam, just what helps. Sign\r\n        up to the newsletter and please share this page with colleagues or on your social channels\r\n        so more teachers can benefit. Together we can improve outcomes and change lives.\r\n      <\/p>\r\n    <\/section>\r\n\r\n  <\/div>\r\n\r\n<\/section>\r\n\r\n<!-- Light JSON-LD for this subpage (to be strengthened once all 10 pages are built) -->\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@type\": \"WebPage\",\r\n  \"name\": \"Observation, assessment and school readiness \u2013 EBTD Early Years Framework (Bangladesh, BD)\",\r\n  \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/observation-assessment\/\",\r\n  \"description\": \"Observation, assessment and school readiness strand of the EBTD Early Years Framework in Bangladesh (BD), focusing on observation-based assessment, developmental checks at age 3, school readiness profiles at age 5 and the risks of early formal testing.\",\r\n  \"inLanguage\": \"en\",\r\n  \"isPartOf\": {\r\n    \"@type\": \"WebPage\",\r\n    \"name\": \"EBTD Early Years Framework (Bangladesh, BD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\"\r\n  },\r\n  \"about\": [\r\n    \"early years assessment Bangladesh\",\r\n    \"observation based assessment early years Bangladesh\",\r\n    \"school readiness profile Bangladesh\",\r\n    \"developmental check age 3 Bangladesh\",\r\n    \"early years testing harms Bangladesh\",\r\n    \"guide to better assessment Bangladesh\",\r\n    \"early years teacher training Bangladesh\"\r\n  ],\r\n  \"publisher\": {\r\n    \"@type\": \"Organization\",\r\n    \"name\": \"Evidence Based Teacher Development (EBTD)\",\r\n    \"url\": \"https:\/\/www.ebtd.education\"\r\n  }\r\n}\r\n<\/script>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Early Years Framework \u00b7 Assessment Observation, assessment and school readiness Replacing exam-style early assessment with observational, developmental evaluation in Bangladeshi early years classrooms. 1. 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