Enabling environments for Assessment for Learning

For structured observations, it is recommended that you use a coding system to enable you to log particular responses.

Example: A – Applied with confidence B – Needed some help C – Needed considerable help D – Attempted but unsuccessful E – Not attempted X – Not observed

Other criteria could include: • Can work independently; • Can work with peer assistance; • Can work with teacher assistance.

Use individual profiling sheets rather than wholeclass snapshots as it is a more detailed sheet which covers the background to the activity and the grouping – two criterion recognised to be as significant.

The learning environment is an essential component to a child’s progress so it is important that you provide the right environment not only so that you can teach effectively but have it set out in a way that you can easily assess a child’s capability.

According to Chadwick & Webster (2010), to maximise opportunities for learning you should:

• Be flexible when you are planning continuous provision areas; • Ensure that you consider how children will access the resources and their individual level of physical skills; • Consider the process of the activity and give equal attention as to the intended outcome. This will allow for children to have greater opportunity to develop their gross motor movement; • Allow children to practice their skills so that they can become successful learners; • Continually evaluate your practice and take children’s individual learning and development needs into consideration;

• Encourage independence by encouraging them to choose the daily ICT activities; • Ensure that the furniture is child height to allow them easy access. This will challenge them to make choices for learning; • Encourage both independent and social learning play experiences by organising settings into a number of areas and ensuring that the ICT resources are appropriate and are introduced to allow them to practice skills and explore new avenues of learning and understanding.

Another factor for consideration is the inclusiveness of the learning environment. You need to ask yourself the question “Does my planning, resource purchasing and classroom organisation reflect a commitment to inclusive practice?” It is not enough as Chadwick and Webster (2010) said to simply show that you are aware of the term ‘inclusion’. There are range of simple guidelines that you can follow and consider.

An inclusive classroom involves the furniture, whiteboards, interactive whiteboards and also the layout of the ICT in the room.

Research shows that the way in which a learning environment is set out can influence the development of ICT capability. So it is important that you maximise opportunities for curriculum learning. If the activities are well planned, then good ICT work CAN be achieved with one or two computers in the room. You need to think about how the children will get around the room in addition to the layout of the equipment. You can group children in a ‘u’ or horseshoe shape for class discussions or demonstrations. This will improve access for them along with visual and hearing impairments.

To develop a positive self-esteem, Chadwick and Webster (2010, p50) suggests that you ensure that:

• They are with like-minded people; • Children feel at home and relaxed and their learning is nurtured by adults who have developed a secure, inclusive and challenging environment; • The learning environment is a place where children and their family belong; • They are able to respond in their own way and at their own level; • The setting is a place where they feel secure and at ease.