Assessment is for Learning
Assessment FOR Learning - high quality interactions
To what extent do our assessment practices involve high quality interactions, based on thoughtful questions, careful listening and reflective responses?
The Child at the Centre and National Care Standards
| Quality Indicator | Theme | Care Standard |
| 5.4 Assessment for learning | Assessment approaches | Standard 1: Being welcomed and valued
Standard 2: A safe environment Standard 4: Engaging with children Standard 7: A caring environment |
| 5.2 Teaching for effective learning | The learning climate and teaching approaches
Staff-child interaction, including children’s engagement Clarity and purposefulness of dialogue | |
| 2.1. Children’sexperiences | The extent to which children are motivated and actively involved in their own learning and development |
*QIs and themes in bold indicate those which most closely relate to this key feature.
Things to think about
- Our questioning is used to extend learning by encouraging thinking, for example by providing thinking time and encouraging dialogue.
- Our questions help to gauge the depth of children’s understanding.
- Children’s responses to our questions are listened to carefully and we take account of them to shape our approaches to learning and teaching.
- Children are motivated by their involvement in the learning process and our teaching approaches.
Questions to ask
- To what extent do our learning and teaching approaches help children to become successful learners?
- To what extent do we encourage children and staff to use questions confidently, to stimulate thinking, dialogue and learning?
- To what extent do we use children’s responses effectively to identify what they understand and to help plan for future learning and teaching?
- To what extent are children motivated by our learning and teaching approaches?
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