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Early years: eight principles for observational assessment
1. Assessment must have a purpose.Assessment informs planning for the next steps in learning for each child, deepening and extending the child’s learning. What it looks like Practitioners listen to and note children’s reactions to, and involvement in, their learning; they respond immediately in ways that support that learning. Assessment provides an insight into how best to help a child to develop and learn. The effectiveness of the setting’s provision on children’s development and learning is monitored carefully to ensure it has a positive impact.2. Ongoing observation of children participating in everyday activities is the most reliable way of building up an accurate picture.Individual ongoing observations build up pictures of what children know, understand, feel, are interested in and can do over time and in a range of contexts.What it looks like Practitioners make systematic observations and reflect upon their interactions with children to understand each child’s achievements, interests and learning styles. Observations and reflections capture the broad picture of children’s development and learning, rather than narrow aspects. Observations are made in a range of contexts – when children are applying their knowledge, playing, eating together, going on outings, when they are engaged in experiences on their own and with others.3. Staff should both plan observations and be ready to capture the spontaneous but important moments.Everyday experiences and activities will provide an almost complete picture of the child’s learning, but particular planning is needed to capture important aspects of learning that may not arise every day.What it looks like Practitioners organise resources and their time so they can capture the planned and the spontaneous. Practitioners, especially the key persons, are deployed to carry out good-quality observations. Practitioners realise every interaction with children is an opportunity to learn about them and to influence the quality of their learning. Practitioners are trained to recognise important moments in children’s development and learning.4. Judgements of children’s development and learning must be based on skills, knowledge, understanding and behaviour that are demonstrated consistently and independently.Assessments cannot be reliable or accurate if they are based on one-off instances or information gleaned solely from adult-directed activities.What it looks like Practitioners make judgements about children’s learning and plan for their next steps after considering a range of evidence displayed in different contexts. Children are observed in adult-directed activities and those they have initiated themselves.5. Effective assessment takes equal account of all aspects of the child’s development and learning.A holistic approach to assessment is needed in order to reflect accurately the nature of children’s development and to acknowledge the interrelationship between different aspects of learning.What it looks like Practitioners tune in to the different skills children are developing – linguistic, interpersonal, creative, mathematical, scientific, critical thinking and technological. Practitioners do not set up assessments that dissect individual skills, but instead reflect on all the dimensions revealed by the normal activities in the setting.6. Children must be fully involved their own assessment.Children should be involved in discussing their activities and how they feel about them from the beginning of their time in the setting.What it looks like Practitioners and children are involved in conversations about learning, which help children when they are involved in an activity, as well as when they review outcomes together. Adults model ways of working and discuss with children how they are exploring the learning. Children ask their own questions, talk about their thoughts and how they want to tackle a problem. Practitioners ask questions that encourage children to consider the quality and processes of their work and what to do next.7. Accurate assessments are reliant upon taking account of contributions from a range of perspectives.These assessments will include all adults who have contact with the child in a range of contexts, including the home, local authority and health professionals.What it looks like Practitioners understand that all their interactions with children influence their development and learning. Practitioners respect the range of perspectives that adults in different roles will gain about children. Time is allocated so that practitioners can discuss what they know about individual children and consider the implications for the children’s development and learning.8. Assessments must actively engage parents in developing an accurate picture of the child’s development.Effective partnership with parents will help to ensure that their vital perspective contributes to the overall description of children’s development and learning.What it looks like Practitioners engage in a two-way flow of information between family and setting, in order to meet children’s needs effectively and agree next steps in learning. Practitioners talk to parents and involve them in reviews of their children’s achievements, including those demonstrated at home.
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