Abstract

Currently, within the practical element of the PGCE Early Years Teaching (IIDL), there is an over-reliance on the assessment of learning rather than assessment for learning. Trainees are driven by summative assessment with the focus on achieving a pass grade for the module and there is limited engagement with feed forward targets relating specifically to future practice. Contemporary thinking around assessment for learning (Sambell et al. 2013) suggests feedback should move away from a desire to quantify effectiveness as a practitioner and move towards a more pragmatic, reflective and meaningful approach to enhancing trainee experience.

The current assessment model was reflected upon and room for improvement identified in terms of supporting trainees in their professional development. Reflections initially began as part of process evaluation of the module and rapidly extended to become action research (Schon, 1987), allowing for continuous reflexivity in response to findings.

Through feedback collected from existing trainees, colleagues and assessors, adaptations have been made to the current assessment model. These changes have been piloted, with feedback gathered to determine the impact on trainees’ engagement and articulation of the transferability of theory into practice.

Therefore, this research proposes to develop an assessment model for the practical element of the programme with the following intentions: promoting reflective practice in trainees; increasing the extent to which the assessment criteria is fit for purpose; creating a more learner-centred, holistic experience to replicate and promote effective early years practice and to use academic expertise to maximum effect.

Sambell, K, McDowell, L and Montgomery, C (2013) Assessment for Learning in Higher Education. Oxon: Routledge

Schon, D. (1987) Education the Reflective Practitioner. San Francisco: The Jossey-Bass higher education series