Advances in the theory and practice of effective assessment owes much to the groundbreaking work in the late 1990s of the Assessment Reform Group (ARG). The aim of the ARG was to:
“…ensure that assessment policy and practice at all levels takes account of relevant research evidence”
(Source: Nuffield Foundation website, 2015)
As part of the ARG, a major review of the research literature on the assessment of pupils and young people’s learning was undertaken by Paul Black and Dylan Wiliam in 1996. The review found extensive evidence that ‘formative assessment’ could improve learning, and could deepen pupils and young peoples’ learning and achievement. Their research led to the development of a framework which they called Assessment for Learning. It is based on the following 10 principles which they identified as being key in effective assessment: ‘helps learners know how to improve, engages children in self -assessment, is central to effective planning, addresses how children learn, is crucial to classroom practice, is a professional skill, is sensitive and constructive, fosters motivation, promotes understanding of objectives, and recognises educational achievement’ (adapted from ARG 2002). The theoretical framework of Assessment for Learning, based on the key principles, was often seen as cumbersome in practice; consequently Assessment for Learning has not been widely adopted in its entirety. However, evidence-based research exploring aspects of Assessment for Learning highlights the effectiveness of its various constituent parts as tools for improving children’s attainment (Gipps et al. 2000; Sebba and Deakin Crick 2005).
In practice, early years settings and schools employ many of these principles in their assessment of children. Based on the work of the Assessment Reform Group and their delineation of Assessment For Learning, effective assessment means, as far as is possible, children and practitioners working together to identify, “where the learners are in their learning, where they need to go and how best to get there” (ARG, 2002).
In recent years government education policy has focused on giving children a ‘voice’ in their learning and development; that is, teachers and practitioners enabling children to share their views on matters affecting them. This article will consider those aspects of Assessment for Learning which enable children to be involved in discussing their learning, their self-assessment and planning their next steps; and consider how this approach can be implemented and developed in practice. Before you read the article consider, through the following activity, what assessment means to you:
Professional Development Task: What does assessment mean to you?
Enabling babies, toddlers and young children to develop a positive self- image and positive feelings for or dispositions to learning, calls for constructive sensitivity to assessment on the part of the early years practitioner.