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

Sofia Guimaraes; Sally Howe; Sigrid Brogaard Clausen; Michelle Cottle

doi:10.1177/1463949116647292

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

Sofia Guimaraes, Sally Howe, Sigrid Brogaard Clausen, Michelle Cottle

Research output: Contribution to journal › Article › peer-review

Abstract

Baseline assessment has recently been trialled as part of an accountability measure in English primary schools. The research presented in this colloquium examines the views of teachers related to using well-being and involvement indicators as a starting point for baseline assessment. The findings suggest that the focus on well-being was welcomed by the teachers, but provoked discussion regarding the situational nature of well-being, particularly in the context of scoring well-being as a part of the performative assessment process.

Original language	English
Pages (from-to)	248-253
Journal	Contemporary Issues in Early Childhood
Volume	17
Issue number	2
Early online date	9 May 2016
DOIs	https://doi.org/10.1177/1463949116647292
Publication status	Published - 9 May 2016

Keywords

baseline assessment
performativity
reception class
transition
well-being

Access to Document

10.1177/1463949116647292

Sigrid Brogaard Clausen
- s.brogaard-clausenroehampton.acuk
- School of Education - Senior Lecturer
- Centre for Learning, Teaching and Human Development
Person: Academic

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
Michelle Cottle (Speaker) & Sally Howe (Speaker)
24 Feb 2016
Activity: Talk or presentation for an academic audience › Invited talk for an academic audience

File

1 Finished

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, M., Brogaard Clausen, S., Howe, S., Guimaraes, S. & Cottle, M.
Froebel Trust
1/10/14 → 30/09/15
Project: Research

1 Chapter

Young children’s wellbeing: conceptualising, assessing and supporting wellbeing
Brogaard Clausen, S., Guimaraes, S., Howe, S. & Cottle, M., 18 Nov 2018, Early Childhood studies: : A Student’s Guide. Maconochie, H. & Fitzgerald, D. (eds.). UK: SAGE Publications, p. 209 222 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Open Access
File

Cite this

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abstract = "Baseline assessment has recently been trialled as part of an accountability measure in English primary schools. The research presented in this colloquium examines the views of teachers related to using well-being and involvement indicators as a starting point for baseline assessment. The findings suggest that the focus on well-being was welcomed by the teachers, but provoked discussion regarding the situational nature of well-being, particularly in the context of scoring well-being as a part of the performative assessment process.",

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Guimaraes, S, Howe, S , Clausen, SB & Cottle, M 2016, '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', Contemporary Issues in Early Childhood, vol. 17, no. 2, pp. 248-253. https://doi.org/10.1177/1463949116647292

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, Sofia; Howe, Sally ; Clausen, Sigrid Brogaard et al.
In: Contemporary Issues in Early Childhood, Vol. 17, No. 2, 09.05.2016, p. 248-253.

Research output: Contribution to journal › Article › peer-review

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AU - Cottle, Michelle

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AB - Baseline assessment has recently been trialled as part of an accountability measure in English primary schools. The research presented in this colloquium examines the views of teachers related to using well-being and involvement indicators as a starting point for baseline assessment. The findings suggest that the focus on well-being was welcomed by the teachers, but provoked discussion regarding the situational nature of well-being, particularly in the context of scoring well-being as a part of the performative assessment process.

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KW - performativity

KW - reception class

KW - transition

KW - well-being

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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

Abstract

Keywords

Access to Document

Profiles

Sigrid Brogaard Clausen

Activities

Reception teachers` and heads of schools perspectives and experiences of an observation based assessment that focuses on child-initiated activity

Projects

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.

Research output

Young children’s wellbeing: conceptualising, assessing and supporting wellbeing

Cite this