Assessment of Young Children on Entry to School: Informative, Formative or Performative?

TY - JOUR

T1 - Assessment of Young Children on Entry to School: Informative, Formative or Performative?

AU - Brogaard Clausen, Sigrid

AU - Guimaraes, Sofia

AU - Howe, Sally

AU - Cottle, Michelle

N1 - http://infonomics-society.ie/our-journals/ http://infonomics-society.ie/ijcdse/published-papers/volume-6-2015/ From website (20/3/16) but link doesn't seem to work after this. The Infonomics Society journals are peer reviewed and open access. Our key objectives are  to  provide  the  academicians  and  industrial  sectors a  medium  for presenting  original  cutting  edge  research  paper. We invite authors to submit their original and unpublished work that will provides an international forum for the electronic publication of  high-quality scholarly research papers. The peer review process and publications in Infonomics Society journals are free. To access or submit research papers to any of our journals, please click on the appropriate journal cover. All our journals are indexed in the Google Scholar. M1 - Journal Article

PY - 2015

Y1 - 2015

N2 - This article examines the recent move towards baseline assessment in early childhood education in England. From 2016, the government will introduce the use of assessment on children’s entry to school (age 4-5). In this light it is ignificant to establish how the move towards a baseline assessment that sits within the current early years and school entry context within England. The government intend this baseline assessment to be a part of monitoring accountability and school effectiveness. Existing baseline assessment is predominantly task-oriented and adult-led and there are well-documented issues regarding the validity and reliability of this kind of data for accountability purposes. Therefore evidence building on previous assessment research will be investigated leading into a discussion on how an observation-led baseline assessment which prioritises children’s well-being and characteristics of effective learning might contribute to positive early experiences of school. On this basis the article will conclude with outlining ongoing research on a piloted observation-led baseline assessment in 12 schools in South East England.

AB - This article examines the recent move towards baseline assessment in early childhood education in England. From 2016, the government will introduce the use of assessment on children’s entry to school (age 4-5). In this light it is ignificant to establish how the move towards a baseline assessment that sits within the current early years and school entry context within England. The government intend this baseline assessment to be a part of monitoring accountability and school effectiveness. Existing baseline assessment is predominantly task-oriented and adult-led and there are well-documented issues regarding the validity and reliability of this kind of data for accountability purposes. Therefore evidence building on previous assessment research will be investigated leading into a discussion on how an observation-led baseline assessment which prioritises children’s well-being and characteristics of effective learning might contribute to positive early experiences of school. On this basis the article will conclude with outlining ongoing research on a piloted observation-led baseline assessment in 12 schools in South East England.

M3 - Article

VL - 6

SP - 2120

EP - 2125

JO - International Journal for Cross-Disciplinary Subjects in Education (IJCDSE)

JF - International Journal for Cross-Disciplinary Subjects in Education (IJCDSE)

IS - 1

ER -