In the first of a series of features on different subjects with 'cut out and photocopy' guides for parents, Patricia Slatcher sizes up Baseline Assessment It looks like the thumbs-up for Baseline Assessment.
Two years since its introduction, the general view is that the scheme has been integrated smoothly into school practice and is achieving at least one of its main aims - providing a useful tool in planning for children's learning needs.
Dual aim Baseline Assessment requires all reception school children to be assessed for their abilities in basic literacy, numeracy and social development, within their first half-term. It is not a 'test' for the children to pass or fail; the results are meant to be used to plan individual teaching more effectively, and to be a marker from which the child's progress can be measured as they move up through the school.
However, nothing is perfect, and last year two teaching unions produced reports which highlighted some problems. The National Association of Head Teachers says the system's dual aim 'represents a conflict of purpose'. Using the assessment as a 'measure', it says, reduces what is known about a child down to a set of numbers for analysis - which appears contrary to Baseline's function of planning teaching for individual children effectively.
'Different assessment procedures are appropriate for different assessment purposes,' says the union, arguing that an agreed model of how children learn is needed. But it does concede that Baseline makes 'a major contribution to the education of young children' when used to plan teaching.
The National Union of Teachers (NUT) also reports some complaints over increased workload. But, says NUT's head of education, John Bangs, 'they seem to occur where an LEA or scheme provider has insisted upon the "deluxe" version of assessments'.
Local initiative Both these complaints could be a by-product of the fact that there are no fewer than 90 separate schemes running across the county. As some LEAs had already introduced a form of 'baseline assessment' themselves long before it became statutory, it seemed reckless to scrap them all once the scheme became law nationwide.
The Qualifications and Curriculum Authority (QCA) agreed to accredit many local assessment schemes as long as they conformed to certain basic criteria. Other LEAs saw this as a green light to introduce their own, further increasing the numbers.
Most people who have looked at Baseline Assessment agree, however, that it is not the number of schemes that is the problem but the differentials between them. 'Some LEAs have included things in the assessment over and above what is required, and done a very detailed checklist,' says John Bangs. 'Our survey suggested not all scheme providers were following QCA guidance and we have asked QCA to look into this. But more than 60 per cent of teachers in our survey said they felt it did help them plan their teaching better, so by and large, we have found it to be working and there is no call for a national scheme.
' David Bartlett, co-ordinator for Assessment, Recording and Reporting at Birmingham's Education Service, agrees. 'If they are good schemes that encourage teachers to think about what a child's needs are, it doesn't matter how many you have. It's about what the child needs and how best the teacher can deliver.
' Initial fears that Baseline might 'label' children have not been borne out either. Almost 60 per cent of respondents to the NUT's survey did not agree it labelled children. 'Some schools carry out set tasks to assess the children by, but we feel it's best done through observation, during normal classroom activity,' says David Bartlett. 'That way, the children are unaware they are being assessed, so the idea of labelling never arises.
' The QCA says that feedback on Baseline Assessment has been positive and encouraging. It plans to publish its own evaluation of the scheme in September.
Under threat Whatever the feeling about Baseline Assessment, this autumn's introduction of the Foundation Stage, which covers education from age three to the end of reception, could mean it ends up being scrapped anyway, in order to avoid two assessments in one year. While acknowledging that the Foundation Stage does have implications for Baseline's future, both the DfEE and the QCA have nevertheless guaranteed that it will remain until 2002.
'No-one knows for certain, but it seems likely that a statutory assessment will be brought in at the end of the Foundation Stage,' says David Bartlett. 'But because many reception teachers value Baseline Assessment, it is possible that some teachers will still carry out assessments for their own purposes.' NW A parent's guide to Baseline Assessment What is it? Baseline Assessment will be carried out on your child during his or her first half-term in reception, by the class teacher.
The aim is to find out what your child knows, understands and can do, so that teachers can plan effectively for individual learning needs. It also provides a measure from which to check progress as your child moves further up the school. It is not a test which children pass or fail. Many schools used to assess children anyway when they first entered reception, but in a less systematic way.
Is it compulsory? Yes. Baseline Assessment is a statutory requirement for all schools across the UK.
What does it cover? There are several schemes in operation throughout the country, but all must cover a child's skill and understanding in the following areas: n talking, listening, reading, writing n understanding of numbers and use of mathematical language n the ability to work, play and co-operate with others.
Other schemes also include an understanding of the world, physical and creative development. Feel free to ask your school which scheme it has in operation. How is it done? It is not anything for you or your child to worry about. Most schools carry out the assessments through simple observation in the classroom and playground, so the children will not even know they are being assessed. Some schools will use set tasks, while others will combine the two approaches. If your child attended nursery, the school will also use any records they provide.
Should I do anything to help my child? No. Remember that this is not a test. Baseline Assessment is about skills your child has developed over a long period of time, not things they have learned recently. Any 'coaching' may interfere with a teacher's assessment of your child's abilities and affect future planning. The best way to help your child is to carry on doing all the things you are probably already doing in order to help your child make a confident start at school. For example: n Play number and word games and encourage an interest in books.
- Encourage them to share toys and activities with other children.
- Provide plenty of scribbling and colouring activities.
- Talk to them a lot and introduce new words. n Make them aware of numbers and counting when you are out shopping.
- Include your child in everyday routines - weighing food while cooking, matching pairs of socks, or lots of pouring games at bath-time.
What if my child is one of the youngest in the class, has English as a second language or has already been identified as having special needs?
All this is taken into account. The intention of the assessment is to help your child and provide for individual needs, not to label them. It is an assessment of where they are - not a judgement.
What happens to the assessment findings? Can I see them?
Schools must submit the findings to their education departments (or similar agency) for processing. A summary is then sent back to the school. All schools have to report their findings to parents and this will usually be done through discussion at a parents' evening during the first term. The teacher will let you know about any outcomes and how the information will be used to support teaching and planning for your child. You will be able to talk about any areas where you can help your child. The assessment will also have helped the teacher decide if your child has any particular learning needs, all of which can be discussed at greater length.
