Self-Assessment Toolkit for Early Years
Welcome to the second edition of the AifL Self-assessment Toolkit for Early Years Centres. This resource aims to help practitioners understand the scope of the AifL key features and implement them into their teaching practice.
In this updated version each of the 10 key features of AifL has been updated and mapped in line with quality indicators and themes in The Child at the Centre, version two, and Curriculum for Excellence.
High quality interactions
To what extent do our assessment practices involve high quality interactions based on thoughtful questions, careful listening and reflective responses?
Involvement and next steps
To what extent are our children and staff fully involved in deciding next steps in their learning and identifying who can help?
Feedback
To what extent are our children and staff given feedback about the quality of their work and how to make it better?
Sharing criteria
To what extent are our children, staff and parents clear about what is to be learned and what success would be like?
Self and peer assessment
To what extent do our children and staff practise self and peer assessment?
Goal setting
To what extent do our children and staff help to set their own learning goals?
Reflection
To what extent do our children and staff identify and reflect on their own evidence of learning?
Using evidence
To what extent do staff use assessment information to monitor their establishment's provision and progress, and to plan for improvement?
Sharing standards
To what extent do staff talk and work together to share standards in and across establishments?
Monitoring and planning
To what extent do staff use assessment information to monitor their establishment's provision and progress, and to plan for improvement?