Authentic assessment in kindergarten classes : a case study of a private UAE school

Abstract

This qualitative study investigated authentic assessment practices within kindergarten classrooms at a private school in the UAE. It aimed to explore the characteristics of the assessment at the targeted school compared to authentic assessment principles, identify teachers' and parents' beliefs and perspectives, and understand parental involvement in their children's assessment. The data was collected through semi-structured interviews with six parents and nine kindergarten teachers and was analyzed through an inductive thematic analysis. The findings highlighted the challenges parents and teachers faced in the kindergarten setting and the importance of effective communication, collaboration, and support. The findings also revealed parents' concern about future academic demands and the possible benefits of combining traditional and play-based learning approaches that connect to real-world contexts. Teachers often used various assessment techniques, such as observations and hands-on activities, as well as summative standard evaluations in report cards, worksheets, and copybooks. Despite time constraints, teachers reported encountering implicit authentic assessment characteristics such as project-based learning, self-reflection, social emotional development, real-world connections, natural setting, and play-based learning. The study recommends further research to enhance parental understanding of authentic assessment and explore the impact of technology integration. Additionally, comparative studies in Arab settings are proposed to assess student development in traditional versus authentic assessment environments