Performance Evaluation Assesment Methods

According to Gipps (1994), assessment can be defined as the use of a wide range of methods used for evaluating performance, attainment and needs, including formal testing and examinations, practical and oral assessment and classroom based assessment and observation. Assessment strategies can be described as a process that organises actions and ideas, usually in a step-by-step fashion, which help to guide practitioners in carrying out an assessment.

Assessment can be categorised into formative, summative, diagnostic and evaluative. Formative assessment, which is the continuous use of assessment to guide the teaching and learning process, enables the positive achievement of students to be recognised, and informs decisions taken about the next appropriate stage of learning. Summative assessment is that which usually takes place at the end of a programme of learning in order to find out what has been learnt and what standard the student has reached, it records the overall achievement of the pupil in an orderly way. Diagnostic assessment is usually conducted in order to ascertain the strengths and weaknesses of the learner and to identify any difficulty either with the learning or teaching process. Evaluative assessment is used to ascertain the success of a particular setting, practitioner or incidence; therefore the focus is not on the individual student or learner but on the overall outcomes for a group of students (Glasgow &ump; Hicks, 2009).

Inclusion is seen as a universal human right. The aim of inclusion is to embrace all people irrespective of race, gender, disability, medical or other need, removing barriers in order to give equality of access and opportunity and eliminating discrimination. Inclusive practice is about ensu...

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...ldren’s needs interests and achievements and the views of their family, as opposed to following a pre-determined curriculum irrespective of the individual, is vital to implementing respectful, holistic assessment.

Although observation as an assessment strategy relies heavily on trusting trained practitioners to carry out observations reliably and without bias, providing that this is the case, observation can be a reliable, valid, respectful and inclusive strategy. Moreover, as early year’s practitioners are trusted to provide adequately for the social, emotional and physical care needs of some of the most vulnerable members of our society, children, is it not patronising to doubt practitioners’ ability to provide the educational stimulation and assessment required also, by placing the burden of proof of every achievement for every individual child with them?