 Under the course of trends and issues in early childhood education, we were talking about alternative assessments and one of the alternative assessment is to assess the play. So today we are going to discuss play based assessment. So as the assessor, the early childhood educated makes numerous decisions during the assessment process. That is one to change the play prop, what kind of props to use, when to add stimulation to the play theme, when to mediate, when to actively engage in the play process and when to end the play process. Now as we had said in the classroom, we have to observe the child. Our alternative assessment is that we do not need a pencil test on a one-time paper. We want to give the children different activities, such as group activities, such as play activity, and then we observe them. And see how the children behave in that. They are disciplined, they are collaborative, they are participating in that, and they are feeling confident. So we have to assess and judge them in the play. For that we are telling you that you have to jot down a lot of things. You have to plan your activities. If you are playing, then how can you intervene in the play as a facilitator, as a guide. So we will be looking at what kind of props we have to give, what activities we have to design, what we have to tell the children, what we are going to do. Then when they are doing it, then we have to see how we have to manage the play at that time. How will we administer it? What will be done first, what will be done later, how many participants will participate, how will the team be, and how will the children's role be. Then we have to engage them in that. If we see that the children are not participating in the play, then we have to motivate them so that they can participate in it. So then we have to prepare a play-based assessment observation law that is key to various learning areas and social context within the classroom. In the last module, we talked about rubrics. We said that rubrics tells us different levels and it is written in the columns that what children can do in the beginning. After a while, when they progress, when some knowledge comes, some methods come or some manners they learn, then what do they do? After that, what is the mastery level and then what will be their outstanding level. So we also have to make a log for the play-based assessment of how the children are participating in the play, then how they are interacting with each other, how they are completing the regulations of the play, how they are acting, and then how many participants are participating in it. Are they doing it actively or are there many times that there are behavioral changes in the children? Or do you think that mood tantrums come? We have to look at those tantrums to see how many times they have come in anger or they are accommodating. Socially, they are becoming so mature that they can deal well with other children. So we have to make a log or a rubric from the beginning. When we have this rubric, it will be easy for us to test it and we will be able to write what the child is doing at this time. So keep track of where a child plays in the classroom. Secondly, when there is a play, it is not a very limited activity. The child can be present anywhere, outside the team, inside the team. And as you have seen, the children become overexcited. So these are all part of the game. Whether they are leading or following, we have to look at what role the child was playing in different places and different roles. Then document whether a child plays alone with one another child or with two or more children. We have to look at what is its social circle. Is it playing alone? Is it playing with two people or is it easier to collaborate more than two people? So we will try to make sure that the activity that is happening during the game is pre-decided. Then according to that, we have instruments that can be rubric, which we also call log, like giving full details. And some indicators are already there. That what the child will do, we will record it. Okay, that means now someone is inviting, leading, following, what is he doing? And in this way, we will maintain a complete record. He will tell us that when he is not in your control in such a way that you are directly giving him guidance, he is free, he is playing, then how does he behave?