ABSTRACT
This chapter considers assessment and documentation practices in early childhood education (ECE) from the perspective of didaktik, and, thus, it develops the concept of transformative assessment and considers the teacher's role in it. The didaktik approach allows teachers to critically consider the intertwining between assessment and documentation. A critical reflection considers the content, the form, the function, and the actor of the assessment as an integrated whole. Documents are then seen as co-actors in educational processes. In the case study of the three preschools, we moved between online and offline representations of assessment and examined how assessment is presented in the preschools homepages and what comprises the non-electronic multi-documentation of the preschools. These sites provide threads of discussion where the assessment of children that has been carried out offline is transformed to an assessment of teachers online. All three functions of documentation subjectification, qualification and socialization, can be identified in the documentation practices of the three preschools in our case study.
