“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.

The Baseline Assessment 2015 onwards

The Baseline Assessment 2015 onwards

This chapter will

  • Outline the purpose and rationale behind the DfE policy to introduce a Baseline Assessment for 2015 onwards
  • Identify the potential tensions between formative assessment and assessment for accountability
  • Explore the implications for effective, authentic and meaningful assessment in the EYFS

The idea of an official ‘Baseline Assessment’ was unexpectedly resurrected by the Department for Education (DfE) in 2013 in conjunction with the development of a new ‘National Curriculum’ and how accountability within this was to be measured. Up until this point, the statutory summative assessment from 2003 had been the (EY)FSP which recorded children’s attainment within the EYFS’s statutory Early Learning Goals, and latterly, a summary of their ‘Characteristics of Effective Learning’ (see Chapter 10). This ...

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