`This book examines the literacy development and assessment of children before the age of five years. It is highly relevant to all those professionally involved in assessment. Cathy Nutbrown explores the need for appropriate assessment practice to support teachers and illustrates the mismatch between the way teachers and researchers assess literacy. The book is worth buying for the final chapter alone, which provides an analysis of the newly developed Sheffield Early Literacy Development Profile. The actual tasks are included in the appendices. Thus, Cathy Nutbrown does not leave us frustrated. We are able to consider an ongoing assessment which is in tune with the best practice in teaching. This is a research text which b
Chapter 6: Purpose and Practice in Early Literacy Development
Purpose and Practice in Early Literacy Development
Clarity of purpose, as Chapter 5 has argued, is essential to decisions about which types of assessment to use. This chapter takes the issue of purpose and explores the relationship between purpose and practice. Drawing on a detailed survey of 30 schools with nursery or reception classes in one LEA, three themes are addressed:
- assessment for teaching
- the impact of policy
- teachers' assessment needs.
The first is given more attention because it lies at the heart of teachers' practice. The remaining two themes are discussed in terms of their impact on assessment for teaching.