What is it about?
In 2015, the British government implemented a national Baseline Assessment policy for children at the start of their Reception Year (aged 4–5 years) in England. Adding further assessment to the national Early Years Foundation Stage, the Baseline policy was predicated on reform for improved school accountability, with a focus on measurement of both children’s outcomes and school readiness. This small-scale research study considers the dominant policy narrative that focuses on assessment for accountability, with the alternative theories of relational pedagogy and care ethics. The study seeks to establish the extent to which an ethic of care is present or absent in policy texts and teacher talk on summative assessment in the Early Years Foundation Stage.
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Why is it important?
This study argues for a reorientation of the current ‘accountability’ discussion to one which foregrounds more care-full relationships in assessment policy and practice. Such a contention has implications beyond the single country focus of this study and contributes to international debate on the importance of care in testing times.
Perspectives
My rationale for writing this article was to further discussion on accountability as a policy driver in early childhood. I welcome feedback on the article and further thoughts on the subject of assessment for accountability.
Mr Nathan Archer
University of Sheffield
Read the Original
This page is a summary of: Where is the ethic of care in early childhood summative assessment?, Global Studies of Childhood, December 2017, SAGE Publications,
DOI: 10.1177/2043610617747983.
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