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Sofie Cabus
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Ribbon SPOTLIGHT 2021
All it Takes for a Teacher is to Know the Children and Respond to Their Needs

Process-oriented child monitoring (POM)

location_on Vietnam
Monitoring children's wellbeing and involvement in class, identifying children at risk of not learning, allows early childhood teachers to reflect on their teaching and to adapt their methods of instruction. Empirical evidence from Vietnam shows that this leads to significant increases in a wide range of child development domains, including health behaviour & socio-emotional development.
Introducing POM in our school has led to many positive changes. The clearest change is that children have become more confident, and have a better relationship with their classmates and teachers.

Ms. Hiền, Vice Principal of Cà Dy preschool, Quang Nam Province, Vietnam

Overview

HundrED has selected this innovation to

Formative Assessment: Improving Learning for Every Child

Key figures

Innovation Overview

TEACHERS
Target Group
98 740
Children/Users
1
Country
2016
Established
Not-for-profit
Organisation
717
Views
Updated on June 28th, 2022
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about the innovation

Why did you create this innovation?

Promoting active teaching and learning is a key challenge in Vietnam's early childhood education system. Teaching practice in ECE remains mostly teacher-centered and many ECE teachers fail to actively and meaningfully engage their learners, leading to low learning outcomes. School leaders and education officials are not equipped to provide adequate professional trajectories for teachers.

How does your innovation work in practice?

Process-Oriented Child Monitoring (POM) (Laevers et. al., 2012), is a formative assessment system used by VVOB in professional development programs for ECE teachers in Vietnam. Using two 5-point scales, ECE teachers systematically observe and assess all learners 'Wellbeing' (WB) and 'Involvement' (INV), using a simple paper-based or app-based tool. Based on this assessment, teachers identify children at risk of not learning, reflect on their own teaching practice, and on what withholds children from learning and meaningful participation. Teachers reflect individually and as a team and are supported by their school leaders and education officials. Using 8 action points based on experiential learning, teachers facilitate changes in teaching to increase children's WB & INV. Evidence from 3 provinces in Vietnam shows that using POM leads to increases in a range of child development outcomes, including health behavior and socio-emotional development (Lenaerts et.al, 2021).

How has it been spreading?

POM was developed at the Center for Experiential Education at Leuven University, Belgium and has been used by VVOB in Vietnam since 2016. Following a successful pilot in 2016, POM was initially implemented at scale in 3 provinces of Vietnam as part of VVOB's 2017-2021 BaMi program, reaching 2,879 ECE teachers, 47,267 children. Recently, POM implementation in BaMi has been expanded to 6 additional provinces of Vietnam, reaching 104 teachers, 3,120 children.
From 2022, POM will be the starting point of VVOB's 5-year TALK program, targeting another 3 provinces of Vietnam, reaching another 2,184 teachers, 48,353 children. The TALK Programme will investigate how POM can be tailored in order to strengthen language and emergent literacy skills of ethnic minority children in Vietnam.

If I want to try it, what should I do?

As a fairly simple but highly effective formative assessment tool, POM is easily transferable to other contexts. While the use of the WB and INV scales is relatively easy to learn, teachers need to be supported by school leadership and the education system on reflective practices and with concrete action points for changes to classroom practice. For more information: hans.degreve@vvob.org.

Research

HundrED Academy Review

Through simple teacher training and use of accessible and rather quick to fill in questionnaires this innovation can be adopted by virtually any school interested in changing perspectives on how/what to evaluate.

- HundrED Academy Member

A nationally-implemented innovation focused on formative assessment of early childhood students' wellbeing and engagement is a good contribution towards a new paradigm in formative assessment as we know it.

- HundrED Academy Member
IMPACT & SCALABILITY
This innovation implemented by the VVOB team in Vietnam is extremely impactful for their strong partnership with state schools at the national level. Formative assessment is an important part of this model that adapts educational practices to the particular needs and interests of children, who become owners of their learning journeys.
Academy review results
Scalability
Impact
High Impact
Low Scalability
High Impact
High Scalability
Low Impact
Low Scalability
Low Impact
High Scalability
Read more about our selection process
Milestones

Achievements & Awards

June 2022
Formative Assessment: Improving Learning for Every Child
November 2021
Empirical study showing POM leads to increases in a range of child development outcomes (Lenaerts et al, 2021)
September 2021
Innovation page created on HundrED.org
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