Early Childhood Teachers' Strategies for High-Quality Assessment: A Systematic Literature Review

Authors

  • Minhatul Maula Universitas Islam Negeri (UIN) Sunan Kalijaga, Kab. Sleman
  • Susilo Surahman Universitas Islam Negeri (UIN) Sunan Kalijaga, Kab. Sleman
  • Angga Saputra Institut Agama Islam (IAI) Qamarul Huda, Kab. Lambok Tengah
  • Rizkiah Putri Yaman Universitas Islam Negeri (UIN) Sunan Kalijaga, Kab. Sleman

DOI:

https://doi.org/10.22460/ceria.v9i4.31339

Keywords:

Assessment Early Childhood Education, Learning Planning, Systematic Literature Review, Teacher Strategies

Abstract

Assessment in Early Childhood Education (ECE) plays a crucial role in monitoring and supporting optimal child development. However, assessment quality is still influenced by teachers' ability to plan, implement, and utilize assessment results appropriately. Therefore, teacher strategies are crucial in realizing assessments that are authentic, sustainable, and aligned with children's developmental needs. This study aims to analyze teacher strategies in planning and implementing quality PAUD assessments, identify the integration between assessment planning and implementation in supporting learning quality, and analyze factors influencing the success of assessments in early childhood education. The study used the Systematic Literature Review (SLR) method with the PRISMA approach through the stages of identification, screening, eligibility, and inclusion. Data were obtained from scientific articles published between 2020 and 2025 through the Google Scholar and Scispace databases. A total of 23 articles that met the inclusion criteria were analyzed using thematic analysis. The study results indicate that quality assessment is characterized by systematic planning, the use of authentic and sustainable assessments, and the utilization of assessment results for learning decision-making. Assessment success is influenced by teacher competence, institutional support, ongoing training, family involvement, and the use of technology. Integrating assessment planning and implementation has been shown to support learning that is more responsive to the developmental needs of early childhood.

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Published

2026-07-22

Issue

Vol. 9 No. 4 (2026): Volume 9, Number 4, July 2026

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