Jan Dubiel Programme Manager EYFS

1. Jan Dubiel Programme Manager EYFS The Three Mountains of Time Challenges and possibilities in Early Years Assessment

3. Cultural and political contexts and considerations • The English view of children and childhood • Historical • Contemporary • Childish and childlike • Current political context • Accountability for investment • Impact of initiatives • Underattainment, underachievement and disengagement

4. Defining assessment • What is the reality of assessment? • What do we want to • demonstrate • describe • identify • record • What or who is it for? • What purpose does it serve? • What process does it entail? • How does it respond to the ‘effects’ of provision and pedagogy (Katz)

5. The role of assessment • Approaches to assessment • provide evidence of development • reflect and embody values and possibilities “Our nets define what we shall catch” (Eisner) • protect and enshrine pedagogy • define and support the evaluation of provision • restrict or expand accountability

6. "if, as Pamela Moss suggests 'what isn't assessed tends to disappear from the curriculum' then we have to find a way to assess educational outcomes that we value. Otherwise outcomes that can be easily measured will take their place" Margret Carr ‘Assessment in Early Childhood Settings’ quoting Pamela Moss ‘Can there be validity without reliability’

7. Choices and alternatives in assessment • Between the individual spectrums of: • Reality and convenience • Reality and expediency • Process and content • Description and measurement • (Effects of) instruction and facilitation • Outcomes of thinking and outcomes of coverage; content and cognition

8. Learning Stories Schemas Leuven Scales EEL / BEEL AcE CEM PIPS / Aspects Observational assessment Locally produced systems; (Regional / LA) Phonic assessment / CLLD EYFS Guidance Creating the Picture (Progress from the Start) APP Letters and Sounds ELS Support FSP additional Guidance(s) EYFSP Handbook Futures and possibilities… Current possibilities National Guidance

9. “When you think of child initiated activities and observing those, you are relying on a child to show what they can do, which is not necessarily the most reliable way” Dr. Christine Merrell CEM

10. Assessment Birth - 5 • Considerations: • Describes children's independence, thinking and application of knowledge, skills and understanding, and helps to support and develop them • Is rooted in the reality of children's development • Assists, defines and owns accountability • Is manageable, workable and understood by practitioners and stakeholders • Secures and protects an effective and appropriate pedagogy • Trusts supports and empowers practitioners (Also empowers the good people) • If it generates data then the data is real, meaningful and useable.

11. The EYFS Profile • Values of: • Individuality complexity and idiosyncrasy of children’s development and learning • Critical role of independence, autonomy and ownership of learning • The importance of the environment in which provision is delivered • The importance and interconnection of all aspects of learning

12. The EYFS Profile • Elements of support • Statutory accountability • Observational assessment and validity of data • Ratio of child initiated and adult directed evidence • Transition and appropriate pedagogy in Y1 • Professional responsibility • Practitioner knowledge and expertise • Parents and children