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I think you’ll have UFLI really interesting then Niamh as the children begin blending so early in the process
Yes this is key, knowing what you need to assess before moving on rather than using a generic assessment
I always feel assessments should throw up as many questions as the do, answers!
Now this is an interesting way to frame assessment Maria!
Absolutely parental partnership so important especially when trying to understand trickier cases like those you describe
I think you raise a valuable point about liaising with our colleagues. The additional support from SET or the informal observations of the SNA can add dimension and reduce the time challenges of assessment.
Yes given the child’s early developmental stage and differences in development standardised testing is of limited us to you in the early years
I was able to do the ALPACA as a full class at the end of the year as they all had headphones and I had a small class. The SET picked up any that hadn’t finished in the class session but it made the process easier for them too.
We got more consistent results with our more ‘trigger happy’ children at the end of the year by showing all of them the video of the assessment in the sandbox so they knew what was expected and I made a big deal about how they would find it so easy. That seemed to focus all.
We had one child though in senior infants who scored almost zero, so much so we thought he was deliberately choosing the wrong answer. His teacher tested him in the traditional way and all was fine. Retested him again in ALPACA and almost the same as traditional route! So like evertything one size does not fit all.
You are so right Sheila when you highlight how we need to be flexible and give children many opportunities to show what they know. This really fits with the UDL message in module 3.
Assessment in Junior Infants is not about ticking boxes but about seeing each child. When used meaningfully, it shapes my teaching, supports progression, and creates a nurturing environment where every child is supported and valued as a capable learner.
I love this Karen, beautifully put!
I like the way you identify the benefits so holisticically Katie. Hope the post its and play observation work for you too
Thanks Edel, We haven’t used the Belfield for a few years. Which elements do you find most useful? Do you do it with all or those at risk?
Yes Joan, time is certainly our biggest challenge. Glad you got some ideas that are potentially useful.
I used a folder for each child this year that held major assessment events like samples of colouring at the beginning of the year, phonic and maths assessment and writing samples. I was able to send this home at the end of the year as record of progress. Elaine used as a scrapbook as you described in the autism class this year.
