ABSTRACT
The SSTEW Scale is specifically designed to support educators working with young children being educated in less formal and more child-centred, play-based and experiential environments. The old subscale two was, therefore, collapsed into subscale one and other items were repositioned within the scale. The new items considered planning for small and larger group time, engagement and adult deployment in relation to these. It shows how assessment for learning is integral to the whole cycle of learning and teaching in education. It illustrates how, first, analysing assessment information leads to planning for learning, then as that planning is put into practice it shows that the educator is also constantly assessing how the children are responding to the practice and what they are learning and, finally, at the evaluation stage it shows how the educator’s assessment of the children’s engagement in learning and what they did or did not learn come together with their own views on how they supported the learning.
