Views & Opinion Assessing uniqueness Comment by ALICIA BLANCO-BAYO, Early Years lecturer and consultant


My research often critiques the use of formal assessment strategies to identify future learning needs. However, over the past few weeks I have come across some documentation that is helping me reflect on what we, as Early Years practitioners, understand when we hear the word assessment. We can find ourselves developing a fear of using a term or a numerical figure which can end up being attached to a child’s name, in many cases, throughout their life at school. This then provokes a sense of uncertainty amongst parents who may refer back to how they felt when they were children themselves. This is the impact assessment can have when used for statistical purposes, to label us as individuals and as a result affect who we become as we go through life. The demands of government policy can lead practitioners to be


immersed in a world of rigid summative assessment. This seems to be happening more and more often in Early Years settings and primary schools. We are becoming afraid of using assessment because we are concerned about children carrying a stigma for not being capable of doing something. However, we are still making judgements about children’s development hoping to identify how to support their individual needs. Are we? Here is what I think has happened. We live in an era of justification, if we state something we have to make sure we have a percentage or some kind of evidence to justify that what we are saying can be proved. What we don’t realise is that there are human responses


that cannot be strictly judged. We might be able to measure whether a child has retained specific information, but we can’t yet establish how he or she might be feeling when being judged for knowing more or less. After all, how do we as adults feel when we are under pressure? Do we enjoy it when we know our capabilities are being judged? What is becoming clear to me is that although we might be very much against measuring progress using scores, we are judgemental creatures who make assumptions naturally. In fact, that is how we learn about the world around us. Having said that, it is important to break down those judgements so that we can find out what emotional baggage each child carries. Assessing progression in the learning environment has no value if we are unable to describe a child’s emotional responses when exposed to various environments and during interactions with different people. We might be able to tick boxes regarding knowledge acquisition but we cannot measure the quality of emotional responses. What we can do is be part of those emotional responses so that children learn to understand that it is OK to be who they are. Perhaps what we should do is to start choosing assessment methods that suit the emotional needs of children so that we can celebrate the uniqueness of every child.


uIf you would like to discuss emotional uniqueness with Alicia, get in touch via her website www.aliciablancobayoconsultant.com


How teachers can take their careers to the next level Comment by TIM LITCHFIELD, Headteacher at The Knights Templar School, Hertfordshire


I believe that all young people are guided through the most important years of their life by their teachers. Being a teacher is an incredibly important role to play, encouraging young people to become active and responsible citizens who make a positive and valuable contribution to the wider community. But, I also believe that it is not just the students who should have the


opportunity to learn and thrive. Teachers too need the tools, support and budget to take ownership of their own professional development, and volunteering is a great way to offer staff CPD opportunities. Why volunteering? Well, we already know the benefits volunteering offers


young people, however also offering teachers the chance to develop their skills outside of the classroom – the kind of skills they can’t acquire in a classroom environment – is not only the missing piece of the jigsaw but will help to raise educational standards. As teachers, we all know it can be hard to find the time for yourself, let


alone help run extracurricular activities. As a school leader, I highly value those who volunteer with young people in their spare time. Showing willingness to go the extra mile demonstrates a level of commitment to young people and to the job in hand, both of which are incredibly important attributes. Extracurricular activities wouldn’t exist without the generosity of teachers


who dedicate their spare time to provide students with self-development opportunities outside the four walls of a classroom. I often find that


20 www.education-today.co.uk


volunteering offers teachers the chance to build stronger working relationships as a member of the school community and their reputation as a leader. For teachers who want to develop professionally, demonstrating skills such


as leadership, line management, recruitment, budgeting and planning are all important. These are the skills I specifically look for when recruiting and promoting, and I believe that volunteering provides the perfect opportunity for them. I often find it is the teachers who volunteer who benefit from opportunities


to be happier and more confident. It is volunteering that gives teachers a platform to build stronger working relationships with their students and their parents alike, developing mutual trust and respect. Effective CPD is a combination of both theory and practice; this is where


volunteering to run extracurricular activities, such as The Duke of Edinburgh’s Award (DofE) can offer several benefits to both students and teachers. Not only does it give you a new perspective on young people, the local community and society, it also gives you the time to create bonds with students that will make the day-to-day job of teaching a little bit easier. I also find that it enables teachers the chance to clear their head of some of the hassles of the job – even if it is just for a few hours a week. Being able to acquire experience and knowledge is vital for any teacher, and volunteering is a fulfilling, active and fun way to do this.


July/August 2018


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