Follow us on Authentic Learning, Assessment and Progress ; Describing the journey from the EYFS onwards

“Assessment is arguably the most powerful policy tool in education…it can…be used as a powerful source of leverage to bring about change” Broadfoot

“Assessment is the most visible expression of what we value as educators” (Dubiel)

Definition and role of assessment “Knowing and understanding children in order to support their learning and development” Which Expresses values of education and perception of learners Defines the curriculum, pedagogy and outcomes Enables accountability 4Jan Dubiel: ‘Effective Assessment in the Early Years’ Foundation Stage’ SAGE 2014

“Teaching should not be taken to imply a top-down or formal way of working. It is a broad term, which covers the many different ways in which adults help children learn. It includes their interactions with children during planned and child-initiated play and activities: communicating and modelling language, showing, explaining, demonstrating, exploring ideas, encouraging, questioning, recalling, providing a narrative for what they are doing, facilitating and setting challenges. It takes account of the equipment they provide and the attention to the physical environment as well as the structures and routine of the day that establish expectations. Integral to teaching is how practitioners assess what children know, understand and can do as well as take advantage of their interests and dispositions to learning (characteristics of effective learning), and use the information to plan children’s next steps in learning and monitor their progress.” Ofsted: Evaluation schedule for inspections of registered early years provision Nov

“Ukfundisa” Teaching To cause to learn 6

Learning Learning as a quantitative increase in knowledge. Learning is acquiring information or “knowing a lot” Learning as memorising. Learning is storing information that can be reproduced. Learning as acquiring facts, skills and methods that can be retained and used as necessary. Learning as making sense or abstracting meaning. Learning involves relating parts of the subject matter to each other and to the real world. Learning as interpreting and understanding reality in a different way. Learning involves comprehending the world by re-interpreting knowledge. Säljö (1979) 7 Surface level learning Deep level learning

Current Dominant Narratives Neo-Traditionalist Simon Stylites Approach Surface level regurgitation 8

An EEx counter narrative that… Derives from values Draws from appropriate research within an ‘ethical praxis’ (Pascal) Acknowledges reality and exists within the truth Is practical, adaptable and effective Clearly identifies and works towards outcomes with a holistic definition of ‘success’ Empowers practitioners

Values “Values are principles, qualities, or objects that a person perceives as having intrinsic worth. Every individual has a personal hierarchy of values … The choices we make reflect what we value the most at a particular point in time. When people possess what they value, they are contented. If they are deprived of what they value, they feel frustration or dissatisfaction. Humans, therefore, unconsciously behave in ways that move them toward what they value or away from anything counter to that value.” (Lloyd-Yero 2010)

‘Ethical Praxis’ (Pascal) ‘..a realisation of a fusion of research, theoretical, conceptual and philosophical perspectives, values and ethics’ 11

“Pedagogy is seen as an ‘ambiguous’ space, …as one-between-three (actions, theories and beliefs) in an interactive, constantly renewed triangulation. Convening beliefs, values and principles, analysing practises and using several branches of knowledge (philosophy, history, anthropology, psychology, sociology amongst others) constitutes the triangular movement of the creation of pedagogy. Pedagogy is thus based on praxis, in other words, an action based on theory and sustained by belief systems” Pascal 2014

Values – constant, embedded, determinant Beliefs – dynamic, flexible, reactive 13

"Not everything that counts can be counted, and not everything that can be counted counts." attributed to Albert Einstein

“Poor mental health is the largest cause of disability in the UK. It’s also closely connected with other problems, including poor physical health and problems in other areas like relationships, education and work prospects. If we want to improve these aspects of people’s lives, we’ll need to make improvements to mental health and wellbeing.”

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Mental wellbeing includes the capacity to: realise our abilities, live a life with purpose and meaning, and make a positive contribution to our communities form positive relationships with others, and feel connected and supported experience peace of mind, contentment, happiness and joy cope with life’s ups and downs and be confident and resilient take responsibility for oneself and for others as appropriate 17

Good mental Health is vital to life, happiness and productivity… We need a definition of ‘holistic achievement’ and ‘success’ We have a responsibility to acknowledge and support the development of children’s Well Being We cannot ‘afford’ to sacrifice achievement and wellbeing for surface level attainment 18

“No other period in human history can match the present one in sheer scale, speed and global complexity of the changes and challenges we face... We are preparing children for jobs that don’t exist yet, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.” ‘ The Element’, Sir Ken Robinson

“…emotional maturity, empathy and other interpersonal skills are as important as proficiency in English and mathematics in ensuring young people’s employment prospects. Assessment should reflect this reality…” ‘Making Education Work; A report from an Independent Advisory Group chaired by Professor Sir Roy Anderson’; January

TES 21 st September

“To say that the acquisition of facts should be the overwhelming priority of the education system is to look backwards, not forwards, in my view,” he said. “There’s a point at which if you don’t liberate [pupils] to be able to explore and undertake individual independent research, you’re not equipping them for the modern world” 22

Leuven Definition of Well-being “Well-being is a particular state or feeling that can be recognised by satisfaction enjoyment and pleasure. The person is relaxed and expresses inner rest, feels the energy flow and radiates vitality, is open to the surroundings, accessible and flexible.” Leavers et al 2012: A Process Orientated Monitoring System (POMS)

Level 5 Involvement Continuous intense mental activity Signals of concentration, persistence and energy are strongly represented They readily make choices and as soon as they have started an activity they are completely absorbed Even strong stimuli in their surroundings will barely distract them They take pleasure in exploring the world and operate at the very limits of their capabilities Leavers et al 2012: A Process Orientated Monitoring System (POMS)

A state of flow is… “…being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action, movement, and thought follows inevitably from the previous one,... Your whole being is involved, and you're using your skills to the utmost” Csikszentmihalyi

Key drivers of learning Curiosity Imagination / Creativity Motivation 26

Critical Learning behaviours Self regulation Cognitive flexibility Resilience Persistence Sense of Achievement Self Awareness Empathy 27

Children’s Intellect / ‘Nous’ Academic Social Cognitive

‘Nous’

Academic Knowledge Facts Terminology Skills Curriculum Content 30

Cognitive Thinking Understanding Applying Creativity Connecting Classifying 31

Social Self awareness Self confidence Emotional Literacy Relationships Understanding contexts Managing behaviour 32

“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” Margaret Carr

Rationale for EExBA Assessment of what matters Builds on existing approaches and tradition of observational based practitioner led assessment Operates as part of everyday effective practice Supports professional judgement of practitioner and their knowledge of the child Works within the principles and practices of the current EYFS Includes multi-perspectives of the child’s development including parents Fully inclusive for children with EAL and SEND Provides formative pedagogically useful information Provides principled choice for practitioners Meets DfE requirements, therefore useable by all Schools

Practitioner Led Assessment Effective practitioner led assessment involves practitioners in making accurate and meaningful judgements about children’s attainment through observation of and interaction with children.

Observational Assessment Is the act of selecting, processing and reflecting on authentic information. Often happens during episodes of interaction. Is a skilled and skilful process of identifying significant learning demonstrated by children

EExBA ‘Layered’ model Areas of Learning and Development Characteristics of Effective Learning Leuven Scales for Well Being and Involvement 38 Numerical Score Practitioner Led, Observation based judgements information from parents and previous settings Initial observation and screening

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