A Critical Analysis of Strategies that Promote Inclusive Practice in As

This essay will examine two assessment strategies, firstly that of observation and secondly, The Common Assessment Framework (2007), in order to critically analyse their potential to promote inclusive practice in assessment. It will demonstrate the purpose and objective behind these assessment strategies and the use of assessment for a range of purposes drawing on current issues in practice and discussing measures used by practitioners. It will also demonstrate the importance of collaboration between professionals, learners and parents to ensure respectful and shared assessment practice showing an awareness of the importance of considering validity of content and technique to support the children’s learning and progress and the need for careful evaluation and moderation of assessment findings. According to Gipps (1994), assessment can be defined as the use of a wide range of methods used for evaluating performance, attainment and needs, including formal testing and examinations, practical and oral assessment and classroom based assessment and observation. Assessment strategies can be described as a process that organises actions and ideas, usually in a step-by-step fashion, which help to guide practitioners in carrying out an assessment. Assessment can be categorised into formative, summative, diagnostic and evaluative. Formative assessment, which is the continuous use of assessment to guide the teaching and learning process, enables the positive achievement of students to be recognised, and informs decisions taken about the next appropriate stage of learning. Summative assessment is that which usually takes place at the end of a programme of learning in order to find out what has been learnt and what standard the student has ... ...d practitioner confidence and self belief. Also, more research into the impact of the CAF process and ways of working to lighten the work load, as instigating CAF’s is seen as adding to this, by many professions. To conclude, this essay has examined observation and The Common Assessment Framework as assessment strategies, and has critically analysed their potential to promote inclusive practice in assessment. It has demonstrated the purpose and objectives behind each strategies and the use of assessment for a range of purposes drawing on current issues in practice. It has also discussed the importance of collaboration between professionals and participants to ensure respectful and shared assessment practice, highlighting the importance of considering reliability, validity, presence of bias and inclusive practice, in supporting children’s learning and progress.