Download NFER Baseline

Spring 2015
Contents
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Introduction
The assessment in detail
What teachers have said
Practicalities
Introduction
NFER is …
• A not-for-profit organisation
• A registered charity dedicated to improving education through research
• Committed to establishing a thorough research background for our
products
NFER has many years of experience in assessing young children,
including leading the development of the original EYFS Profile in 200002, under contract to DfES
The development team have experience in early years assessment,
teaching and research
Brief reminder of policy context
• Reception baseline assessments introduced from 2016, or 2015 if
schools choose
• Choice between six accredited providers
• Completed during the first half-term of starting reception
• Used as a starting point from which progress at the end of KS2 will be
measured
Brief reminder of policy context
• DfE criteria for accreditation:
– Communication, Language, Literacy and Mathematics areas of
EYFS (but providers can add other elements)
– ‘Single, objective, binary decision’
– Provide a single overall score for each pupil.
NFER has produced an accredited reception
baseline assessment
The NFER Reception Baseline Assessment is research-based and
principled
For Reception teachers:
• It is a systematic way of collecting the information about children that
they need as they get to know their new class
• It uses face-to-face activities as the
basis for reliable observations
• Checklists based on ongoing
observations supplement the tasks
For children:
• It is interactive, practical and
child-friendly with attractive resources
The NFER Reception Baseline Assessment overview
The NFER Reception Baseline Assessment:
• measures the core areas of Communication and Language, Literacy
and Mathematics
• includes an optional Foundations of Learning component to provide a
holistic overview of a child
• is manageable for practitioners including resource pack and electronic
scoring/recording system
The NFER Reception Baseline Assessment
structure
Core components:
• Mathematics Tasks 1-11
• Communication, Language and Literacy Tasks 1-10
• Communication, Language and Literacy Checklist (16 items)
Optional component:
• Foundations of Learning Checklist (22 items)
The NFER Reception Baseline Assessment development
The development process:
• Evidence-based research
• Mapped to the EY outcomes and KS1 programmes of study
• Valid and reliable
- trialled in over 500 schools
- has benefited from consultation with advisory and practitioner
steering groups and cultural review
The NFER Reception Baseline Assessment evidence based research
The NFER Reception Baseline Assessment is underpinned by a review of
relevant research:
• Communication and language skills: essential for
access to curriculum, literacy development and overall
academic success
• Literacy skills: importance of phonological awareness,
letter knowledge, inference skills, understanding of story structure, vocabulary
knowledge, grammatical skills
• Mathematics skills: predictors of later mathematical achievement such as
early number competence, understanding pattern and structure, mathematical
reasoning
• Foundations of learning: self-directedness, persistence, curiosity,
attentional orientation, motor skills, social and emotional skills
The NFER Reception Baseline Assessment mapped to the EY outcomes
• At the beginning of Reception, some children will have reached the
Early Learning Goals (ELGs) but many will not, as the ELGs relate to
the end of the Early Years Foundation Stage
• In developing the mapping, we have referred to the ELGs and also to
the development statements in the age/stage bands in Development
Matters, for 30-50 months and 40-60 months
• In the following slides, the tasks and checklists of the NFER Reception
Baseline Assessment are mapped to the ELG and the development
statements leading up to that ELG
Specific areas of learning:
Literacy development
Reading
Writing
ELG 09
ELG 10
Literacy tasks
4 and 5:
Phonics
Literacy task
4: Phonics
Literacy task
6:
Sequencing
Literacy task
10: Name
writing
Literacy tasks
8 and 9: Word
reading
Specific areas of learning:
Mathematics development
Numbers
ELG 11
Shape, space and
measures
ELG 12
Mathematics
tasks 1-3:
Counting and
ordering
Mathematics
task 10: Shapes
Mathematics
tasks 4-9: More,
less, addition,
subtraction
Mathematics
task 11: Pattern
recognition
Prime areas of learning:
Communication and language
Listening and
attention
ELG 01
Understanding
Speaking
ELG 02
ELG 03
Literacy task 7:
Listening
comprehension
Literacy tasks 1
and 3:
Vocabulary
Literacy task 2:
Vocabulary
CLL checklist
CLL checklist
CLL checklist
Prime areas of learning:
Physical development
Moving and
handling
Health and selfcare
ELG 04
ELG 05
Foundations of
Learning Checklist
Foundations of
Learning Checklist
Prime areas of learning:
Personal, social and emotional
development
Self-confidence and
self-awareness
Managing feelings
and behaviour
ELG 06
Making
relationships
ELG 07
ELG 08
Foundations of
Learning
Checklist
Foundations of
Learning
Checklist
Foundations of
Learning
Checklist
The assessment in detail
Practical activities with paper or online
recording
The NFER Reception Baseline Assessment in
detail
• Colourful and attractive resources that children can handle and
manipulate
• Designed to encourage positive interaction between teacher and child
• Routing and discontinuation rules ensure that children do not become
discouraged by tasks they cannot complete
• Tasks based on developmental progression
The NFER Reception Baseline Assessment Communication, Language and Literacy Tasks
Task
Description
Abilities assessed
1
Vocabulary – simple receptive
Receptive language
2
Vocabulary – simple expressive
Expressive language
3
Vocabulary – complex receptive
Receptive language, grammatical skills
4
Phonics - segmenting
Phonological awareness
5
Phonics - blending
Phonological awareness
6
Picture sequencing and story
prediction
Comprehension, understanding of story
structure, drawing inferences
7
Listening comprehension
Comprehension, understanding of story
structure, drawing inferences
8
Reading simple words
Phonological awareness, letter knowledge,
grammatical skills, comprehension
9
Reading simple sentences
Phonological awareness, letter knowledge
10
Name writing
Phonological awareness, letter knowledge
The NFER Reception Baseline Assessment Communication, Language and Literacy
The NFER Reception Baseline Assessment –
Communication, Language and Literacy
Checklist
• Measures a sample of language and communication skills that are not
amenable to assessment by single activities
• Assessed by observing the child during normal classroom activities in a
range of contexts
• The items within the checklist demonstrate a comprehensive coverage
of the learning outcomes for listening and attention, understanding and
speaking, together with identification of a clear pathway to the KS1/2
spoken language requirements.
The NFER Reception Baseline Assessment Mathematics Tasks
Task
Description
Abilities assessed
1
Counting
Arithmetic
2
Identification of numerals
Numeral identification
3
Sequencing numerals
Relations between numbers
4
Finding ‘more’
Mathematical reasoning
5
Finding ‘one less’
Mathematical reasoning
6
Practical addition
Arithmetic
7
Practical subtraction
Arithmetic
8
Written addition
Arithmetic
9
Halving
Mathematical reasoning
10
Shapes
Awareness of mathematical structure
11
Pattern recognition
Mathematical reasoning
The NFER Reception Baseline Assessment Mathematics
The NFER Reception Baseline Assessment Foundations of Learning Checklist (optional)
A checklist designed to measure aspects of learning and development
over the following areas:
• Personal, social and emotional development
• Physical development
• Characteristics of effective learning
The NFER Reception Baseline Assessment scoring and recording options
2 options available for recording assessments:
• Fully supported electronic/online scoring / recording system
– via PC, laptop or tablet
– automated routing and discontinuation rules (for laptop / tablet)
Or
• Paper instructions / pupil record booklet
– data is uploaded manually by school
No totalling of scores is required with either option
The NFER Reception Baseline Assessment scoring and recording outputs
Outputs:
• Overview class record showing strengths and weaknesses
• Scaled scores (and guidance on their interpretation)
– single overall score
– separate scaled scores for: Mathematics; Communication,
Language and Literacy; and Foundations of Learning
• Age-adjusted scores (and interpretation)
• Guidance on making use of the information from the scores
• Additional analyses (under development) e.g. tracking progress to end
KS1
What teachers have said
The NFER Reception Baseline Assessment what teachers have said …
Engaging for children:
92% of teachers stated that concrete resources that children can manipulate
(e.g. counting bears) were important
• ‘Practical resources and tasks that keep children engaged and involved’
• ‘The activities were child-friendly and the children enjoyed counting with
the teddies and placed them around the picnic rug.’
• ‘The time it allows pupils and teachers to spend time together on a oneto-one basis. All the children clearly enjoyed this aspect.’
The NFER Reception Baseline Assessment what teachers have said …
Ease of administration:
Literacy and mathematics assessment activities were reported by
teachers as being easy to set up (80% and 86% respectively)
• ‘Precise questioning, clear instructions and appropriate tasks linked to
EYFS ages and stages.’
• ‘It was very clear and straightforward to use.’
• ‘It is easy to follow and has clear set up and moving on instructions.’
The NFER Reception Baseline Assessment what teachers have said …
Useful outcomes:
83% of teachers stated that the NFER Reception Baseline Assessment
allows pupils to demonstrate the skills and knowledge they bring to
school
• ‘ Provides good indication / evidence of what children already know.’
• ‘It quickly identifies children’s strengths and areas that need developing
which can then be used to assist planning.’
• ‘It gave them opportunity to show their learning / understanding.’
Practicalities
The NFER Reception Baseline Assessment what the assessment package includes
• Assessments of Literacy, Language and Communication and
Mathematics, plus an optional Foundations of Learning checklist
(included in the assessment package)
•
A comprehensive Teacher Guide
• A full boxed set of resources to accompany the task-based activities
• Fully supported electronic scoring/recording system for use via PC,
laptop/tablet or paper pupil record booklet
• Free scoring and analysis package including a class record identifying
strengths and areas for development
• Dedicated helpline and support
• Modified assessment materials will be available on request (VI)
The resource pack
Costs
• £225 flat fee, regardless of size of school, for everything listed on
previous slide
• Additional resource packs, if needed, £50 each
If you choose to use the paper recording system:
• Pupil Record Booklets are £10 for a pack of 10
• Data from these will need to be transferred to the online system
to allow reports
Time commitment
• Mathematics Tasks: 15 minutes per child
• Communication, Language and Literacy Tasks: 15 minutes per
child
• Communication, Language and Literacy Checklist: 5 minutes per
child
• Foundations of Learning Checklist (optional): 5 minutes per child
• Scoring and analysis is done automatically
Children with special educational
needs
• Assessment is in the classroom context and under the control of
the practitioner, so circumstances are familiar
• Routing and discontinuation rules ensure that children do not
become discouraged by tasks they cannot complete
• Teacher can give help and support as long as their assessment
judgements recognise this
• Assessments can provide valuable screening information
• Modified large print versions of the materials are available to
order
Contact us
email: [email protected]
tel: 01753 637007
fax: 01753 790114
website: http://www.nfer.ac.uk/schools/baselineassessment
NFER provides evidence for excellence
through its independence and insights,
the breadth of its work, its connections,
and a focus on outcomes.
National Foundation for Educational Research
The Mere, Upton Park
Slough, Berks SL1 2DQ
T: 01753 574123
F: 01753 691632
E: [email protected]
www.nfer.ac.uk