According to Gipps (1994), assessment can be defined as the use of a wide range of methods used to assess performance, achievements and needs, including including formal tests and examinations, practical and oral assessment. and classroom assessment and observation. Evaluation strategies can be described as a process that organizes actions and ideas, usually step by step, that help guide practitioners in carrying out an evaluation. Assessment can be classified into formative, summative, diagnostic and evaluative. Formative assessment, the ongoing use of assessment to guide the teaching and learning process, helps recognize positive student outcomes and informs decisions about the appropriate next step in learning . Summative assessment is one that usually takes place at the end of a learning program in order to find out what has been learned and what level the student has achieved, it records the overall achievement of the student in an orderly manner. Diagnostic assessment is usually carried out in order to determine the strengths and weaknesses of the learner and to identify any difficulties related to the learning or teaching process. Evaluative evaluation is used to verify the success of a particular context, practitioner or incident; therefore, the focus is not on the individual student or learner but on the overall outcomes of a group of students (Glasgow & Hicks, 2009). Inclusion is considered a universal human right. The goal of inclusion is to include all people regardless of race, gender, disability, medical or other need, by removing barriers to ensure equal access and opportunity and by eliminating discrimination. Inclusive practice involves responding to children's needs, interests, achievements and the views of their family, as opposed to following a predetermined curriculum independently of the individual, is essential to implementing respectful and holistic assessment. Although observation as an assessment strategy relies heavily on reliance on trained practitioners to conduct observations in a reliable and unbiased manner, provided that this is the case, observation can be a reliable, valid, respectful and inclusive. Furthermore, given that early years practitioners are trusted to adequately meet the social, emotional and physical needs of some of the most vulnerable members of our society, children, is it not patronizing to doubt the ability of practitioners to provide the educational stimulation and assessment required? also, placing on them the burden of proof for each child's success.?