“This book is written by one of the leading experts on assessment. It contains the deep knowledge and understanding that comes with knowing a subject inside out; but Jan Dubiel’s approach is very practical.” -Professor Tina Bruce CBE, University of Roehampton How we assess our youngest children is a vital part of early years practice. The new edition of Jan Dubiel’s bestselling book offers a clear explanation of the role of assessment in the revised Early Years Foundation Stage (EYFS), and step-by-step guidance for those working with children from birth to five on making and recording observations in practice. Updated throughout the second edition now features: • A brand new chapter on the History of the Baseline Assessment Policy • A companion website including access to SAGE journal articles, child observation videos and examples of completed assessments • Detailed guidance on the new Integrated Health and Education check at age two This book continues to help students and practitioners develop an evidence-based understanding of assessment and an appreciation of what constitutes effective assessment in early years settings.

Establishing Eight Principles for Effective Early Years Assessment

Establishing Eight Principles for Effective Early Years Assessment

Establishing Eight Principles for Effective Early Years Assessment

This chapter will:

  • Examine the principles that underpin effective assessment
  • Establish eight key aspects that contextualise effective Early Years assessment

In the previous chapters of this book we have explored definitions of assessment – the knowing and understanding of children – and identified aspects of some of the misplaced mythology that surrounds it. We have clarified its purpose as gleaning information with which to support, challenge and extend children’s learning and development and discussed the important role that it plays in defining and supporting curriculum and pedagogy. We have also identified what are the likely areas of learning and development that could be termed ‘significant’ or appropriate ‘signifiers’ of children’s learning, and ...

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