{"id":1382,"date":"2026-08-30T22:53:58","date_gmt":"2026-08-30T12:53:58","guid":{"rendered":"https:\/\/childrensvoicesconference.csu.domains\/2026\/?p=1382"},"modified":"2026-08-30T22:53:58","modified_gmt":"2026-08-30T12:53:58","slug":"cvc2026-678","status":"publish","type":"post","link":"https:\/\/childrensvoicesconference.csu.domains\/2026\/cvc2026-678\/","title":{"rendered":"CVC2026-678 \u2013 Play-based formative assessment as a catalyst to showcase children\u2019s capabilities and sustain high-quality mathematics pedagogy and practice"},"content":{"rendered":"<div class=\"cvc-hero alignfull\">\n  <span class=\"cvc-chip\">Presentation \u2013 CVC2026-678<\/span>\n<\/div>\n<h1 class=\"wp-block-heading has-text-align-left\">Play-based formative assessment as a catalyst to showcase children\u2019s capabilities and sustain high-quality mathematics pedagogy and practice<\/h1>\n<p class=\"wp-block-paragraph\">\n<div class=\"cvc-authors\">\n<p><strong>Jo Grimmond<\/strong><strong>,<\/strong> Charles Sturt University, Australia<\/p>\n<\/div>\n<p class=\"wp-block-paragraph\">\n<div class=\"ast-oembed-container \" style=\"height: 100%;\"><iframe title=\"CVC2026-678 Play-based formative assessment as a catalyst to showcase children\u2019s capabilities and su\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/vWXfO9vjIaM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/div>\n<\/p>\n<p class=\"wp-block-paragraph\">\n<p><strong>Background: <\/strong>There is growing recognition of the importance of early mathematics as foundational for later learning, with research advocating for a more intentional and sustained approach to enhance these capacities. Research suggests educators do not feel sufficiently confident, knowledgeable, or prepared to appraise children\u2019s mathematical learning and enact pedagogical decisions to support these capabilities. One way to enrich the early mathematical context is through assessment that is easily embedded within frameworks of practice.<\/p>\n<p><strong>Aim: <\/strong>This qualitative study evaluated the effectiveness of a play-based assessment \u2013 the Numeracy and Mathematics Block-Based Assessment (NUMBBA) \u2013 when 16 early childhood educators used it with children. The measure aims to embed formative assessment practice within multiple pedagogies for play and learning.<\/p>\n<p><strong>Method\/approach:<\/strong> Participants were 16 early childhood educators and 55 3\u20135-year-old children in their care. The 16 educators were recruited from five not-for-profit services in regional NSW, Australia. Educators were trained in the use of NUMBBA, and they facilitated it with individual children. Semi-structured interviews were conducted with educators to explore the perceived impact and usability of NUMBBA within early childhood contexts. (Ethics approval HE2019\/348.)<\/p>\n<p><strong>Results\/findings: <\/strong>Semi-structured interviews revealed shifts in educators: knowledge of mathematics and children\u2019s abilities; attitudes towards mathematics and assessment; and pedagogy and practice. NUMBBA challenged educators\u2019 perceptions of children\u2019s abilities by showcasing children\u2019s capacities. Educators identified key components conducive to embedding assessment effectively into early childhood contexts.<\/p>\n<p><strong>Conclusion: <\/strong>The findings relating to the design, implementation, and impact of NUMBBA illustrate the potential of an educative measure that builds educators\u2019 capacity in mathematics, and the role of assessment in informing pedagogy and sustaining high-quality mathematical practice.<\/p>\n<p><strong>Implications for children and families: <\/strong>NUMBBA is engaging and offers an opportunity for your child to show you skills in patterning, symmetry, and number using blocks.<\/p>\n<p><strong>Implications for practitioners:<\/strong> NUMBBA showcases children\u2019s capabilities in patterning, symmetry, and number to inform your practice, aligning with play-based frameworks.<\/p>\n<p><strong>Keywords<\/strong><strong>:<\/strong> play-based assessment, early mathematics, formative assessment, block play, play-based frameworks of practice<\/p>\n<p><strong>This presentation relates to the following <\/strong><a href=\"https:\/\/sdgs.un.org\/goals\"><strong>United Nations Sustainable Development Goals:<\/strong><\/a><\/p>\n<ul class=\"cvc-sdgs\">\n<li><a href=\"https:\/\/sdgs.un.org\/goals\/goal4\">SDG 4: Quality Education<\/a><\/li>\n<\/ul>\n<p class=\"wp-block-paragraph\">\n","protected":false},"excerpt":{"rendered":"<p>Jo Grimmond, Charles Sturt University, Australia<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center 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