Eureka! Institutional Repository

The main target of the current thesis is the assessment of children at a pre-school age using descriptive evaluation in the Kindergarten. The basic stimulus for the cur rent piece of work is the proposal that the descriptive evaluation should be incorpo rated in the Kindergarten by the Institute of Educational Policy, accompanied by its pilot run at selected school Units combined with a guidebook published for the educa tor. The basic aim of this study is to test the impact this kind of evaluation and its methods may have so that it influences the children's learning ability enabling them to develop self-evaluation skills at the same time. As far as the partial targets are con cerned, the aim is the study of the impact of the descriptive evaluation to the rest of the school community, that is parents and educators and to their inter relationships. This study was carried out as a case study at a one-teacher kindergarten at the Ae toloakarnania prefecture. It lasted from November 2018 to May 2019 and as a sample there were 5 students, 5 parents and the kindergarten teacher of the day classes, who together with the kindergarten educator conducting this survey participated in semi structured interviews. According to the findings, it has come up that the children through suitable activi ties and techniques are able to locate the changes at their progress, adopt improve ment strategies and self-reflection. It has been found that the use of descriptive assessment boosts the educational work of the kindergarten educator offering a holistic framework of assessment and methods while there has been a paramount need for further education and familiarisa tion of the educators with these new methods and techniques. Last but not least, the influence of the descriptive assessment has greatly benefited the relationship between family and school especially when combined with appropri ately designed cooperation techniques.