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Teacher in a Bangladeshi early years classroom observing children’s play and learning
Early Years Framework · Assessment

Observation, assessment and school readiness

Replacing exam-style early assessment with observational, developmental evaluation in Bangladeshi early years classrooms.

1. Evidence foundations: why assessment in early years is different

Early years assessment should not look like primary school assessment. Young children do not develop in neat, linear patterns. They grow in bursts, pauses, regressions and leaps.

Research in early childhood education shows that effective early assessment is observational, continuous, holistic and developmental. It is used to support learning, not to rank children. It recognises development across language and communication, personal, social and emotional development, physical development, early cognitive skills, play and interaction and self-regulation.

This kind of assessment is not about judging who is “ahead” or “behind”. It is about understanding each child’s developmental journey and responding accordingly.

2. Why this matters in Bangladesh (BD)

In many Bangladeshi early years settings, assessment is heavily influenced by exam culture. Children as young as three or four may be given worksheets, formal tests and rankings, and labelled as “weak” or “strong” based on early performance.

This can create pressure on young children, anxiety around learning, narrowing of the curriculum towards what is easily tested and inaccurate judgments about true ability. It also risks confusing early performance with long-term potential.

The EBTD Early Years Framework (Bangladesh, BD) proposes a clear shift:

  • From test-based assessment to observation-based assessment.
  • From ranking to understanding.
  • From judgment to developmental support.

3. Observation-based assessment: what it really looks like

Observation-based assessment means watching children carefully as they play, talk, move and interact in real situations. Teachers notice how a child uses language, interacts with peers, solves problems, expresses emotions, moves and responds to challenges.

This type of assessment happens during normal classroom activities: free play, group work, routines and informal conversations. It does not require putting children under stress. It requires teachers to become careful observers and reflective professionals.

Key features include:

  • Brief notes and records.
  • Checklists linked to developmental domains.
  • Photo or audio documentation where appropriate and ethical.
  • Regular reflection on patterns over time.

This aligns strongly with EBTD’s assessment principles in the Guide to Better Assessment , adapted here for early years.

4. Developmental check at age 3 (Bangladesh context)

A developmental check at age 3 is not a test. It is a structured way of noticing where children are in their development, so that support can be provided early.

In the Bangladeshi context, this check should focus on:

a. Language and communication

  • Does the child use words and gestures to communicate?
  • Can they follow simple instructions?
  • Do they try to join conversations?

b. Social interaction

  • Does the child play near or with other children?
  • Do they respond to familiar adults?
  • Do they show curiosity and interest in people and activities?

c. Physical development

  • Can they walk, run and climb with confidence?
  • Do they use hands for basic tasks like feeding and holding objects?

d. Emotional development

  • Can they express basic emotions?
  • How do they react when frustrated or upset?
  • Do they seek comfort and support from adults?

This check should be carried out through observation, interaction and gentle engagement – not through formal tasks or written tests.

5. School readiness profile at age 5

School readiness is often misunderstood as being able to read, write and count. Research shows that true readiness includes emotional self-regulation, ability to follow routines, basic language skills, social interaction, curiosity, physical coordination and the ability to focus for short periods.

In the Bangladeshi context, a school readiness profile at age 5 should capture:

a. Learning behaviours

  • Does the child show interest in activities?
  • Can they listen for short periods?
  • Do they keep trying when tasks are difficult?

b. Communication

  • Can the child express basic needs and ideas?
  • Do they understand and follow simple instructions?
  • Are they beginning to take part in group talk?

c. Social development

  • Can the child play cooperatively with others?
  • Can they manage simple conflicts with support?
  • Do they understand basic classroom norms?

d. Physical readiness

  • Do they have fine motor control for simple tasks?
  • Can they sit, move and play safely?
  • Can they use basic self-care skills such as handwashing?

This profile should be shared with parents and schools as a support tool – not as a gatekeeping test.

6. Why formal testing harms early learners

Research strongly warns against formal testing in early childhood. When young children are regularly tested, they may rely on memorisation rather than understanding, fear making mistakes, avoid challenging tasks and lose natural curiosity.

In Bangladesh’s exam-driven culture, this pressure can be intense. But early years should be a space for exploration, curiosity, talk, play, movement and social learning – not for producing mini-exam candidates.

Formal testing in early years risks damaging children’s relationship with learning, their confidence and their long-term outcomes.

7. Practical tools for observational assessment in Bangladeshi classrooms

Teachers do not need complex systems to begin observation-based assessment. Small, sustainable tools are most effective.

a. Simple observation sheets

Use brief checklists focused on developmental domains rather than academic content. Capture key behaviours during everyday activities.

b. Learning journals

Keep a collection of notes, drawings, photos and examples of children’s work over time. These show progress more clearly than test scores.

c. Parent conversations

Parents hold important information about children’s development. Regular conversations help build a fuller picture and strengthen home–school partnerships.

d. Narrative descriptions

Short written observations describing real classroom interactions can be powerful.

Example:

“Today Rahim built a tower of blocks with two friends. He negotiated roles, shared materials and used four different words to describe the colours.”

This tells far more about Rahim’s development than a single test score.

8. Active ingredients and common pitfalls

8.1 Non-negotiable active ingredients

Effective early years assessment in Bangladesh should include:

  • Observation during natural play and learning.
  • Focus on developmental domains, not academic scores.
  • Regular reflection by teachers.
  • Clear communication with parents.
  • Using assessment to support, not rank, children.

Without these, assessment risks becoming harmful rather than helpful.

8.2 Common pitfalls and how to avoid them

Common mistakes include:

  • Using written tests for very young children.
  • Treating assessment as a one-time event.
  • Focusing only on literacy and numeracy.
  • Using assessment to label children.
  • Collecting data without using it to support learning.

To avoid these, schools can:

  • Reduce worksheets and formal testing.
  • Train teachers in observation skills.
  • Connect assessment to planning and targeted support.
  • Involve parents in understanding development.
  • Focus on progress over time, not comparison between children.

9. Reflection and implementation questions

Use these prompts in staff meetings, coaching or personal reflection.

For teachers

  • Do I spend more time testing or observing?
  • What do my observations actually help me do differently in class?
  • How do I respond when a child is struggling?

For leaders

  • What assessment messages are we sending to staff and parents?
  • Are teachers supported or pressured by our current assessment systems?
  • How can we move towards observation-based models?

For school teams

  • How are children’s early years outcomes currently judged?
  • What would a developmental assessment system look like in our context?
  • How can we align school readiness practices with child development, not exam culture?

This observation and readiness strand connects directly to EBTD’s wider assessment and early years work:

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