THE OPPORTUNITY AND EFFICIENCY OF ASSESSMENT WITHIN THE EARLY EDUCATION TIMEFRAME

Abstract

The time of the assessment process, in order to be appropriate and efficient, has become lately the main subject in redefining the Assessment Process in theory and practice. Assessment doesn’t mean any longer only enforcement and controlling the results of the learning process, but it also means optimization and developing of the learning process (the science of humanistic docimology). The formative assessment has rebalanced the concept of modern assessment by being the core of the priorities when deciding the combinatory between the learning processes and the skills/competences resulting from the learning process. The essence of the Formative Assessment consists of the optimal time of its duration process, as the children need a systematic evaluative feedback to help them in organizing the learning process and the learning progress. This is an open subject in redefining the concept of assessment in early learning process from the perspective of time level. It makes significant changes of the evaluation components and in the relationship between them: the final products of the assessment, the culture of the assessment process, strategies in evaluation, instruments of evaluation, etc.