K24 How, when, and why to conduct observation and assessment
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What can observations be used for in a setting? Select the correct four answers.
For early intervention
To review the environment
To prevent children making bad choices
To check the children's table manners
To plan for children's individual needs
During transition
Is this statement true or false? There is no reason for observations to be kept confidential; every member of staff in the setting should be able to read them.
FALSE
TRUE
Is this statement true or false? Observations should only to be shown to the parent/carer and staff that work with that child, unless specific permission has been given by the parents for them to be shared with someone else.
FALSE
TRUE
When is an event sample observation most likely to be used?
When you are out on an educational visit.
When you have no concerns about the child’s behaviour or development.
When you want to get information on the whole group of children.
When observing a particular child who may have been displaying unwanted behaviour.
When might you use the checklist method of observation?
When you have a child displaying unwanted behaviour.
When you have a lot of observations to complete.
When you have specific skills you wish to observe.
When you have a child displaying unwanted behaviour.
Is this statement true or false? Assessment should involve long breaks from interaction with children or require excessive paperwork.
FALSE
TRUE
Drag and drop the words into the correct gaps.
Assessment plays an part in helping parents, carers and practitioners to recognise children’s , understand their needs, and to activities and support…Practitioners should keep parents and/or carers up to date with their child’s progress and . Practitioners should address any learning and development needs in with parents and/or carers, and any relevant professionals.
Drag and drop the words into the correct gaps.
Ongoing assessment (also known as assessment) is an integral part of the learning and development process. It involves practitioners children’s interests and what they know and can do, and then shaping teaching and experiences for each child reflecting that knowledge. In their interactions with children, practitioners should make and act on their own day-to-day about children’s progress and observations that parents and carers share.
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