Denise Chadwick & Anne Webster 
Assessment for Learning in the Early Years Foundation Stage 

Are you struggling with the complexities of assessment? Demystifying the process of assessment for learning in the Early Years Foundation Stage (EYFS), this book explains in straightforward language how to put principles into practice.

Looking at models of assessment, the book draws heavily on examples of real assessments from practice, and the relevant theory is explained in context. Lessons from research are applied to best practice, and issues covered include:

– self-assessment and peer assessment

– collecting evidence as a basis for making judgements

– how to track the child′s development in the six areas of learning

– using assessment to inform future planning

– summative assessment in the EYFS

– involving parents and carers in the assessment process

– using assessment to support children with additional needs

– moderation

Throughout the book there are plenty of practical examples from a range of early years settings, with case studies for the Birth to Five age range.

Students, teachers, teaching assistants and those working towards Early Years Professional Status (EYPS) will find this an invaluable guide.

Table of Content

Assessment for Learning: Theoretical Perspectives and Leading Pedagogy – Jonathan Glazzard and Julie Percival

Values and Principles of Assessment in the Early Years Foundation Stage – Julie Percival

Enabling Environments – Denise Chadwick and Anne Webster

Personalized Learning: Looking at Children Holistically – Julie Percival

Listening to Children and Each Other – Denise Chadwick and Anne Webster

Collecting Meaningful Evidence – Denise Chadwick and Anne Webster

Summarizing Learning and Development at the End of the Early Years Foundation Stage – Jonathan Glazzard

Involving Parents and Carers as Partners in Assessment – Jonathan Glazzard

What Impacts on Children′s Learning and Development? – Jonathan Glazzard

The Early Years Foundation Stage and beyond – Jonathan Glazzard

About the author

Jonathan Glazzard is Professor of Teacher Education, Head of Children, Education and Communities, Edge Hill University.