MTU Library Catalogue

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Assessment in early childhood education / edited by Geva M. Blenkin and A.V. Kelly.

Contributor(s): Blenkin, Geva M [editor.] | Kelly, A. V. (Albert Victor) [editor.].
Material type: materialTypeLabelBookPublisher: London : Paul Chapman Publishing, 1992Copyright date: ©1992Description: x, 189 pages : illustrations ; 21 cm.ISBN: 1853961531.Subject(s): Educational tests and measurements | Early childhood education -- Great Britain -- EvaluationDDC classification: 372.1264
Contents:
Concepts of assessment: an overview / Vic Kelly -- Progression, observation and assessment in early education: the context / Geva Blenkin -- Assessment and the nursery curriculum / Victoria Hurst and Margaret Lally -- Assessment in nursery education: a review of approaches / Margaret Lally and Victoria Hurst -- Assessment at key stage 1: core subjects and the developmental curriculum / Marian Whitehead -- Assessment at key stage 1: teacher assessment through record-keeping / Sue Pidgeon -- Bilingualism and assessment / Eve Gregory and Clare Kelly -- In conclusion / Geva Blenkin and Vic Kelly.
Summary: Assessment has always been a major feature of education in the early years. It has been a planning tool, employed internally by schools and teachers to develop forms of curriculum appropriate to pupils needs. It has been formative rather than summative, judgemental rather than statistical, holistic rather than incremental, building on strengths rather than identifying weaknesses. The National Curriculum, however, with its elaborate arrangements for assessment, has imposed a different assessment model on early education.This model is incremental, summative, externally directed and designed to measure rather than to guide the performance of pupils, teachers and schools. There is thus a conflict between these two approaches to assessment. In this context, Assessment in Early Childhood Education has three objectives; to identify the essential features of forms of assessment which will be genuinely supportive of education in the early years; to help teachers in their search for such forms; and to evaluate the likely impact of the systems of external assessment currently being imposed.
Holdings
Item type Current library Call number Copy number Status Barcode
General lending MTU Bishopstown Library Lending 372.1264 (Browse shelf(Opens below)) 1 Available 00163984
Total holds: 0

Enhanced descriptions from Syndetics:

`An absolute must for all of us endeavouring to cope with and combat the current climate′ - Early Years

This book has three objectives; to identify the essential features of forms of assessment which will be genuinely supportive of education in the early years; to help teachers in their search for such forms; and to evaluate the likely impact of the systems of external assessment currently being imposed.

Bibliography: (pages 172-180) and indexes.

Concepts of assessment: an overview / Vic Kelly -- Progression, observation and assessment in early education: the context / Geva Blenkin -- Assessment and the nursery curriculum / Victoria Hurst and Margaret Lally -- Assessment in nursery education: a review of approaches / Margaret Lally and Victoria Hurst -- Assessment at key stage 1: core subjects and the developmental curriculum / Marian Whitehead -- Assessment at key stage 1: teacher assessment through record-keeping / Sue Pidgeon -- Bilingualism and assessment / Eve Gregory and Clare Kelly -- In conclusion / Geva Blenkin and Vic Kelly.

Assessment has always been a major feature of education in the early years. It has been a planning tool, employed internally by schools and teachers to develop forms of curriculum appropriate to pupils needs. It has been formative rather than summative, judgemental rather than statistical, holistic rather than incremental, building on strengths rather than identifying weaknesses. The National Curriculum, however, with its elaborate arrangements for assessment, has imposed a different assessment model on early education.This model is incremental, summative, externally directed and designed to measure rather than to guide the performance of pupils, teachers and schools. There is thus a conflict between these two approaches to assessment. In this context, Assessment in Early Childhood Education has three objectives; to identify the essential features of forms of assessment which will be genuinely supportive of education in the early years; to help teachers in their search for such forms; and to evaluate the likely impact of the systems of external assessment currently being imposed.

CIT Module PSYC 7006 - Supplementary reading.

Table of contents provided by Syndetics

  • Introduction
  • Concepts of Assessment
  • An Overview
  • Progression, Observation and Assessment in Early Education
  • The Context
  • Assessment and the Nursery Curriculum
  • Assessment in Nursery Education
  • A Review of Approaches
  • Assessment at Key Stage 1
  • Core Subjects and the Developmental Curriculum
  • Assessment at Key Stage 1
  • Teacher Assessment through Record-Keeping
  • Bilingualism and Assessment
  • In Conclusion

Author notes provided by Syndetics

For many years A.V. Kelly was Dean of Education and Professor of Curriculum Studies at Goldsmiths College, University of London. He is now retired but continues to work in Education.