Reception teachers’ and heads of schools’ perspectives and experiences of an observation led baseline assessment Investigating the implementation of a baseline assessment for 4-5 year olds in schools in England.

Urban, Mathias (PI)
Brogaard Clausen, Sigrid (CoI)
Howe, Sally (CoI)
Guimaraes, Sofia (CoI)
Cottle, Michelle (CoI)

Status	Finished
Effective start/end date	1/10/14 → 30/09/15

Funding

Froebel Trust: £20,000.00

1 Invited talk for an academic audience

Reception teachers` and heads of schools perspectives and experiences of an observation based assessment that focuses on child-initiated activity
Cottle, M. (Speaker) & Howe, S. (Speaker)
24 Feb 2016
Activity: Talk or presentation for an academic audience › Invited talk for an academic audience

File

2 Paper
2 Article

Assessment of what/for what? Teachers’ and head teachers’ views on using well-being and involvement as a screening measure for conducting baseline assessment on school entry in English primary schools
Guimaraes, S., Howe, S., Clausen, S. B. & Cottle, M., 9 May 2016, In: Contemporary Issues in Early Childhood. 17, 2, p. 248-253
Research output: Contribution to journal › Article › peer-review
Reception teachers` and heads of schools perspectives and experiences of an observation based assessment that focuses on child-initiated activity: Research Seminar: Baseline Assessment: What research is telling us
Howe, S. & Cottle, M., 2016.
Research output: Contribution to conference › Paper
Assessment of Young Children on Entry to School: Informative, Formative or Performative?
Brogaard Clausen, S., Guimaraes, S., Howe, S. & Cottle, M., 2015, In: International Journal for Cross-Disciplinary Subjects in Education (IJCDSE). 6, 1, p. 2120-2125 6 p.
Research output: Contribution to journal › Article › peer-review