Developing an Understanding of Observing as Assessing in situ STEM Pedagogy and Learning Within a Conceptual PlayWorld in Playgroup

This research aimed to better understand the pedagogical relations between learning and assessment in STEM in an Australian playgroup, and to theorise the empirical findings on observation as an assessment practice. Through a qualitative educational experiment, the research developed insights into the practice of observation in relation to pedagogical practices and learning within Fleer's Conceptual Playworld model, identifying how these practices create motivating conditions in the playgroup and develop a motive orientation for children to engage with STEM. The findings offer a new theorisation of observation, highlighting it as a relational and responsive assessment to enhance STEM learning in playgroups.