Abstract
Formative assessment is essential in early childhood education, supporting teachers in planning instruction and evaluating children’s learning progress. This study examines the use of digital storytelling as a formative assessment tool to support children’s language development. A qualitative case study design will be employed to collect and analyze data in a preschool setting in Hanoi, Vietnam. The study focuses on how teachers implement digital storytelling during classroom activities, how they interpret assessment evidence derived from children’s digital stories, and how these insights inform their instructional planning. Formative assessment theory provides the conceptual foundation for this investigation. It guides the analysis of teachers’ assessment practices, their decision-making processes, and the ways in which formative evidence shapes the strategies they use to support children’s language and literacy development. By exploring teachers’ experiences and perspectives, the study aims to evaluate the effectiveness of digital storytelling as an assessment tool and identify its potential contributions to early language learning. The findings are expected to offer implications for improving pedagogical practices, particularly in relation to assessment-integrated planning. Additionally, the results may inform educational authorities in refining guidelines for early childhood teachers and enhancing professional development related to formative assessment and digital literacy.
Presenters
Thi Thao VuLecturer, School of Education, Crown Institute of Higher Education, New South Wales, Australia
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Early Childhood Education; Vietnam; Preschool teachers; Assessment; Digital literacy
