Analysis and critical thinking in assessment
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Analysis and Critical Thinking in Assessment. What is the problem?. Synthesising. Analysing. Using information to inform decisions/ judgment. Gathering information. Evaluating. Drawing conclusions. Analysing assessments: the five anchor principles. Why is the assessment being done?

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Analysis and Critical Thinking in Assessment

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Analysis and critical thinking in assessment

Analysis and Critical Thinking in Assessment


What is the problem

What is the problem?

Synthesising

Analysing

Using information to inform decisions/ judgment

Gathering

information

Evaluating

Drawing conclusions


Analysing assessments the five anchor principles

Analysing assessments: the five anchor principles

  • Why is the assessment being done?

  • What is the story?

  • What does the story mean?

  • What needs to happen?

  • How will we know we are making progress?


Why is the assessment being done

Why is the assessment being done?

  • Clarity about the purpose of the assessment from the beginning

  • Allows practitioners to identify key issues

  • Identify and collect knowledge that will be relevant for the individual case:

    • Research

    • Practice experience

    • Observation of the family


W hat is the story

What is the story?

  • Linked to the reason for the assessment

  • Relevant information

  • Relevant circumstances, facts, events

  • A coherent narrative

  • A basis for planning


W hat does the story mean

What does the story mean?

Provides a picture of the child (and families) experiences by:

  • exploring their background history as well as their current circumstances.

  • The relationship between information and experiences.

  • What does it mean for the reader?


What do needs look like

what do needs look like?

Different ways of looking at the situation:

  • here is the problem, what is the solution?

  • this is the story, what does this tell us about the need?

    Focus on the needs of the individual child and family, rather than describing need:

  • in universal terms

  • in service terms

  • in terms of an assessment


What needs to happen

what needs to happen?

  • Identify the impact on the child and family.

  • Analysis

    • Hypothesising

    • Testing

    • Reflecting

  • Planning


H ow will we know we are making progress

How will we know we are making progress?

Specific outcomes

Identified

needs

Clear Measurable


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