Assessment for Learning in the Early Years Foundation Stage
Publication Year: 2010
Are you struggling with the complexities of assessment? Demystifying the process of assessment for learning in the Early Years Foundation Stage (EYFS), Assessment for Learning in the Early Years Foundation Stage explains in straightforward language how to put principles into practice.
Looking at models of assessment, the book draws heavily on examples of real assessments from practice, and the relevant theory is explained in context. Lessons from research are applied to best practice, and issues covered include: self-assessment and peer assessment; collecting evidence as a basis for making judgements; how to track the child's development in the six areas of learning; using assessment to inform future planning; summative assessment in the EYFS; involving parents and carers in the assessment process; using assessment to support children with ...
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: Assessment for Learning: Theoretical Perspectives and Leading Pedagogy
- Chapter 2: Values and Principles of Assessment in the Early Years Foundation Stage
- Chapter 3: Enabling Environments
- Chapter 4: Personalised Learning: Looking at Children Holistically
- Chapter 5: Listening to Children and Each Other
- Chapter 6: Collecting Meaningful Evidence
- Chapter 7: Summarising Learning and Development at the End of the Early Years Foundation Stage
- Chapter 8: Involving Parents and Carers as Partners in Assessment
- Chapter 9: What Impacts on Children's Learning and Development?
- Chapter 10: The Early Years Foundation Stage and Beyond
Education at SAGE[Page ii]
SAGE is a leading international publisher of journals, books, and electronic media for academic, educational, and professional markets.
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© Jonathan Glazzard, Denise Chadwick, Anne Webster and Julie Percival, 2010
First published 2010
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Key to Icons[Page vii]
APP Assessing Pupils' Progress CAF Common Assessment Framework CLL Communication, Language and Literacy DCSF Department for Children, Schools and Families DfES Department for Education and Science EAL English as an Additional Language ECM Every Child Matters EEL Effective Early Learning EPPE Effective Provision of Pre-school Education EYFS Early Years Foundation Stage EYFSP Early Years Foundation Stage Profile EYPS Early Years Professional Status ICT Information and Communications Technology LCT Language Communication and Thinking NAA National Assessment Agency Ofsted Office for Standards in Education, Children's Services and Skills PSED Personal, Social and Emotional Development PVA Polyvinyl Acetate QTS Qualified Teacher Status REPEY Researching Effective Pedagogy in Early Years [Page ix] SATs Standard Assessment Tests SCSE Self-Confidence and Self-Esteem SEAD Social and Emotional Areas of Development SEAL Social and Emotional Aspects of Learning SEN Special Educational Needs SENCO Special Educational Needs Coordinator TAC Team Around the Child
We would like to express our thanks to all who have contributed to this text. We give particular thanks to the children, students and practitioners of Kirklees, Calderdale and Barnsley who agreed to take part in this work. With particular thanks to Kay Davies (Kirklees Early Years Service) who has kindly shared a small portion of the rich and respectful collaboration with parents undertaken in Kirklees. We hope that this text does justice to their learning stories.
About the Authors
Preface[Page xiii]How to Use This Book
Current education policy stresses the importance of formative and summative assessment in finding out about what children know and can do. This text supports the notion that every child is a unique learner and that children have different starting points in their learning which are often influenced by specific earlier experiences such as home environments and pre-school. Assessment for learning should therefore be positive and celebrate children's achievements. Current educational policy in the early years emphasises the importance of ongoing formative assessment as a way of celebrating individual achievements, children's interests and next possible steps in learning. This text supports this approach and argues that assessment should be informal, regular and should inform future planning.
Theoretical perspectives, key theories and leading pedagogical approaches are addressed in this text. We emphasise within this text a values-led approach to assessment. We stress that children are holistic learners and that practitioners must adopt a principled approach to their practice.
The Early Years Foundation Stage framework (DCSF 2008c) emphasises the importance of practitioners observing children's learning, sharing interpretations and making use of this information to plan for their possible next steps in learning. Assessment should be the starting point for all planning and practitioners should use observation to find out about children's interests, learning needs and achievements (DCSF 2008c). This information can then be used to identify a range of future learning needs. This text addresses the range of ways through which children's achievements can be documented, including the use of self and peer assessment.
It is crucial that practitioners find respectful and innovative ways of involving parents, carers and extended family members in assessment. Parents and carers in particular should be encouraged and supported to contribute to their child's assessment profile and they should have access to these assessment records. The voice of the [Page xiv]child within assessment is also paramount and practitioners should privilege the views of children in the assessment process. This text addresses these important issues and provides practical suggestions for involving parents, carers and children in assessment.
The use of summative assessment in the Early Years Foundation Stage is discussed and this text provides practitioners with useful guidance on ways in which summative assessment data can be analysed. The Early Years Foundation Stage Profile is discussed in terms of what it is and how it can work. The role of assessment for identifying and supporting children with Special Educational Needs is also considered.
The current move to increase the emphasis placed on teacher assessment within Key Stage 1 is welcomed. Practitioners working within Key Stage 1 should document children's achievements in a range of ways rather than relying on the outcomes of formal tests. There is real potential to learn from best practice in the Early Years Foundation Stage so that Key Stage 1 practitioners are able to build on the approaches to assessment used within the early years. This text offers some practical suggestions for ways in which each child's assessment journey can be continued.
Within this text we make use of several key features. These are listed below:
Case Studies: The case studies presented in this book draw on examples of practice from a range of settings, including playgroups, nurseries and schools.
Reflective Activities: Reflective activities enable students to think critically and rigorously about their practice. They invite readers to draw on their understanding of the purpose and process of assessment and challenge their practical application of this learning to a range of activities. The activities are creatively designed to engage readers in a range of assessment strategies and encourage skills in making personal reflection on their learning, for further professional practice.
Key Points: The key points are included as a way of challenging understanding about the concept of assessment and the wider discussion of this topic that exists within each chapter. They have been thoughtfully written to encourage consideration of certain aspects of teaching and learning that impact upon making effective assessment, such as organisation of the learning environment and systems [Page xv]for gathering assessment. The points identify useful reminders about making observation of children in learning contexts, promoting discussion with other professionals about evidence that is gathered and making forward planning to enhance children's opportunities for further learning.
Further Reading: The authors have included signposts to additional texts and literature that offer additional understanding and opinion about early years practice and related theory, linked to making assessment with children.
Useful Websites: The websites that have been listed at the end of each chapter are often linked to the specific chapter content and present an opportunity for making extended personal research.
This book is directed at students on a range of (QTS) Qualified Teacher Status, Early Years Professional Status (EYPS) and early years courses. The aim of the text is to deepen students' understanding of assessment for learning and to stimulate their thinking about how they might approach assessment within their own practice.[Page xvi]
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