Catching Them at it: Assessment in the Early Years by Sally Featherstone

By Sally Featherstone

Practitioners operating in the EYFS are nonetheless doubtful of precisely the best way to deal with evaluation. This e-book will take them throughout the procedure step-by-step. It explains the terminology concerned, indicates practitioners the right way to flip 'observation' into 'assessment' and within the ultimate bankruptcy units out find out how to deal with and interpret the entire info they've got collected. This e-book is a vital a part of all early years bookshelves because the govt expects eighty% of the decisions on growth in the direction of the Early studying targets to be in keeping with observations of youngsters in 'child-initiated' play environments.

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Extra resources for Catching Them at it: Assessment in the Early Years

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Have we planned enough time to do it? Here are some of the methods we have at our disposal, with their advantages and disadvantages. If you need more ideas about how your assessments can be recorded, see pages 72–80, where the range of ways of recording is explored. Observation methods Observation (informal or participant observations) All humans use informal observation to make hundreds of assessments of other people every day. Parents, practitioners and teachers use these informal observations to assess how well children are developing.

45 2. The requirements for assessment at the end of the EYFS These requirements are from the Statutory Framework for the Early Years Foundation Stage (DCSF, 2008). The EYFS is now a statutory stage of the National Curriculum for England, and as such is bound by the same legislation as state (maintained) schools. 21 The EYFS Profile is a way of summing up each child’s development and learning achievements at the end of the EYFS. It is based on practitioners’ ongoing observation and assessments in all six areas of Learning and Development.

O Monitoring teaching and learning An example: Paul was responsible for the fine motor skills development of the children in the nursery. He regularly checked their progress by planning and observing an adult-led activity, such as cutting along a line, threading beads, picking up small objects with tweezers, finger painting and so on. He logged children’s progress on a simple tick sheet to indicate whether they could do the task easily/with some difficulty/with great difficulty/not at all. He used the observation evidence to plan further fine motor skills practice in self-initiated and adult-led sessions.

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