Assessment is for Learning

Assessment AS Learning - reflection

To what extent do our children and staff identify and reflect on their own evidence of learning?

The Child at the Centre and National Care Standards

Quality Indicator	Theme	Care Standard
5.4 Assessment for learning	Assessment approaches Use of assessment information to identify and plan future learning	Standard 1: Being welcomed and valued Standard 5: Quality of experience Standard 13: Improving the service
2.1 Children’s experiences	The extent to which children are motivated and actively involved in their own learning
5.5 Expectations and promoting achievement	Children’s expectations and sense of achievement
5.9 Improvement and self-evaluation	Commitment to self-evaluation

*QIs and themes in bold indicate those which most closely relate to this key feature.

Both staff and children gather evidence of learning to support effective self and peer assessment.
Both staff and children interact effectively, sharing views on progress and learning.
Both staff and children foster a sense of achievement by sharing challenging and realistic expectations.
Children’s next steps and our centre’s improvement are based on the effective collection and consideration of evidence.

To what extent do our children and staff talk to each other to share views on progress and learning?
To what extent do staff record key points about progress and next steps in learning?
To what extent do staff encourage children to become confident individuals through promoting realistic and challenging expectations?
To what extent do staff use evidence to evaluate the effectiveness of learning and teaching and to inform future provision?
To what extent do staff use information from self-evaluation to improve the quality of children’s experiences and achievements across the whole range of their learning?