ABSTRACT
Assessment is therefore not conceptualised as a product or an event rather as an integrated process of continual and progressive knowing and understanding of children’s learning and development leading us to a greater awareness and apprecia - tion of their unique approaches and dispositions to learning. As defined above, assessment is also a process that involves practitioners in reflecting and acting on what they have observed. In effect, assessment should make a difference to the chil - dren in our care. As we seek to know and understand children’s individual likes and dislikes, their fascinations, their home lives and friendships, children should feel known and valued, that what they choose to do or not to do matters to someone.
