Strategie oceniania wspierającego uczenie się uczniów w opinii nauczycieli edukacji wczesnoszkolnej

The article focuses on assessment strategies to support learning in early childhood education. The aim of the study was to collect the opinions of early childhood education teachers on assessment strategies supporting the learning of students in grades 1–3. The main research problems concerned the assessment of ways of implementing particular assessment strategies to support learning. The study used the method of episodes (vignettes) that presented realistic educational situations, and teachers rated them on a seven-point scale. The results indicate that teachers attach greater importance to certain supportive assessment strategies. Teachers are open to implementing supportive assessment, and there is a need to further develop practices related to reflection on students’ progress and peer collaboration. The recommendations include the need for ongoing teacher education – particularly through the organisation of long-term mentoring workshops, which will help teachers more consistently implement supportive assessment practices, thereby fostering greater student autonomy and involvement in the learning process.