Assessment brief Post graduate route

Objectives To understand the requirements for the award of EYTS and how it is assessed To understand the purpose of the ‘Teaching Files’ To know how to present the assessment portfolio To be aware of the focus and requirements of the written assignments

Assessment Trainees are assessed against the Early Years Teacher standards across the birth to five age range There are three different blocks of assessment, one each term Graduate Entry trainees will cover one age group each term Age groups: 0-2 years; 2-3 years; 3-5 years Trainees will be observed teaching each age group and produce a portfolio of evidence at the end of the year that will show their teaching and leadership across the three age groups Not all of the supporting statements within the standards can be demonstrated equally for all age groups (eg some supporting statements in standard 3 focus more on the older age group) However, for each age phase there should be at least one piece of evidence for each broad standard and it is expected that there is a breadth of evidence for standards 1, 2 and 4 in each age phase Standard 8 must include leadership Trainees should produce at least one piece of evidence for each supporting statement across the age phase 0-5 years

Sources of evidence Trainees will demonstrate the standards through various sources of evidence: Observations of practice Tracking data, observations, assessments and planning for children Tours of the setting showing how they have contributed to the ethos and environment Answering questions that link tutor ask during formative assessment visits and at the final summative assessment visit Providing documentary evidence of their work in the setting Written assignments that critically reflect on their mini projects and leadership activities Witness testimonies (maximum of 2 per age group) Reflections on their teaching and on their personal and professional development

Formative Assessment These take place at two review points during the year: The link tutor visits the trainee’s workplace or placement setting The link tutor and mentor jointly observe the trainee in practice and ask the trainee to evaluate their teaching based on the session that has just been observed The link tutor and mentor provide feedback to the trainee on their strengths are areas for development linked to the Teacher Standards for Early Years The link tutor and mentor in discussion with the trainee, agree on a formative grade for each of the standards based on the evidence of their observations of practice and the evidence presented in the teaching file An overall formative grade is recorded and the trainee is supported to set targets for the next term

Summative assessment This takes place at the end of the year during the week beginning 27th June 2016 The link tutor visits the trainee’s workplace or placement setting On this occasion the link tutor takes on the role of assessor and the mentor will support the link tutor The link tutor and mentor jointly observe the trainee in practice for 40 minutes and ask the trainee to evaluate their teaching based on the session that has just been observed (total one hour) The link tutor will spend up to an hour on their own looking through the trainee’s assessment portfolio and may discuss aspects of this with the mentor (total one hour) The link tutor spends up to half an hour interviewing the trainee to further assess their depth of knowledge and understanding. The questions and answers must be recorded in writing (total half an hour) The link tutor will then determine a final grade for each standard and the overall grade, based on the observation of practice, the cumulative evidence across the ages that is presented in the portfolio and the trainee’s interview (half an hour) All grades are provisional subject to moderation

Guidance on assessment Each of the Teachers’ Standards (Early Years) must be met with a minimum of three pieces of evidence from at least two sources There must be at least one piece of evidence for each supporting statement (can be from any age phase) There must be evidence that you have been assessed against the standards in more than one setting and across the 0-5 age range There must be evidence of the trainee’s leadership as well as practice At least one supporting statement from each standard should be evidenced in each age group It is expected that there is a breadth of evidence for standards 1, 2 and 4 in each age phase All standards must be at least a grade 3 All written assignments must be awarded at least a grade 3

Teaching Files Each term trainees will organise their work in a teaching file Link tutors will check the file at each visit The trainees will choose pieces of evidence out of each file to place into their assessment portfolio

Organising the Teaching file Section one: Description of setting, attendance and induction - type of setting, community it serves, staffing, induction plan and any relevant documents to support this, record of attendance Section two: Personal and Professional Development Plans - tutorial notes, link tutor records of visits, peer observations, Self Evaluation Document (SED), Personal Development Plan (PDP), progress tracker, mid placement review action plan, enhanced support records if required, end of placement action plan Section three: Written Assignment (mini project) - planning sheet, final assignment and feedback Section four: Observations, Assessments and Planning –trainees are required to document their assessments, teaching and progress tracking for a group of children each term Section five : Documentary evidence – trainees should label each piece of evidence and provide a rationale for the standards they are claiming. One or two witness testimonies Section six: Weekly Targets and Evaluations; significant reflections - weekly targets and evaluation sheets must be signed by the mentor. Significant reflections two or three per teaching file

Assessment portfolio The portfolio must include all of the link tutor’s records of visits (9) At least one mentor observation for each age range Evidence of the impact of the trainee’s teaching in each age phase (ie observations, assessment and planning for a child in each age group and evaluations of children’s learning and the trainee’s teaching) Evidence of your tracking progress for individuals for groups of children The three written assignments

Written assignments 1 AND 2 3000 words each (10% margin) Trainees are required to carry out a mini project that impacts positively of children’s learning and development There must be a strong rationale for their choice of project It must be relevant to the needs of the children in the setting as well as their own professional development Link tutors can offer advice during setting visits The mini project will provide evidence of the standards (in written assignments) The written account is a critical reflection on their project with links to theory and the EYFS It should demonstrate their developing knowledge and understanding of the EYFS, child development, teaching and learning, the Teacher Standards for Early Years and theoretical models for reflection

Written Assignment 3 3000 words (10% margin) A critical reflection on their leadership style and achievements during their time on the course In particular they should describe how their leadership has supported the learning and development of children within the 0-5 age range They may wish to plan to undertake a specific leadership task during their placement to support the their reflection or they may choose to focus on one particular critical incident in relation to their leadership