Assessment Consultation

1. Assessment Consultation Karen Mahony Development Officer

2. Proposed Síolta AssessmentMethods • Combination of formative and summative data • Self-reflective and discursive • Consistent, objective and transparent • Key to success = Validation stage / external assessment of internal processes

3. Síolta Assessment Stages • Registration • Expression of interest • Information disseminated to setting • Decision to proceed • Baseline / Evidence Collection (Síolta Coordinator) • Documentation and Portfolio Guide • Self-assessment Instrument • Validation (Síolta Validator) • External evaluation of internal quality development processes • Culmination of both formative and summative reports

4. CECDE Assessment Consultation • January 2008, detailed consultation with CECDE Consultative Committee on newly developed Síolta Self-assessment Instrument • Consultative template was available on-line and all organisations represented on the Consultative Committee were invited to make a submission • 44% of sample responded • Of those, 100% of the organisations with a role in supporting high quality practice submitted • Establishment of a Practitioners’ Advisory Forum – language and appropriateness to the setting

5. Assessment Consultation Template • Comprised of 2 Sections • Section 1 – Structure and content of the Self-assessment Instrument • Section 2 – Content of the Exemplars (to be contained in the accompanying Self-assessment User Guide)

6. Consultation Template

7. Section 1: Structure & Content of Self-assessment Instrument Q1.1 Do you agree with the structure of the Self-assessment Instrument? n = 23

8. Section 1 (Cont.) Q1.1.1 If no, please describe any amendments that you propose and justify your suggestion. • Greater equality of progression between the four levels • Levels weighted more towards positive levels of quality as opposed to negative levels • Level 1 is too negative; practitioners wouldn’t place themselves at that level • Include a Section D for the settings plan of action/progression • Inclusion of an exemplar on every template to accompany every Component • Inclusion of page numbers in the template to steer practitioner back to the relevant page in his/her relevant User Manual • The amount of space in each section is inadequate for practitioners to describe their practice • Breakdown of Components in to more prescriptive measurables with yes/no answers • Inclusion of a Table of Contents and division of document in to sections • Break Section C in to 2 separate sections – one for a list of the relevant policies and procedures and one for the documentation that support practice

9. Section 1 (Cont.) Q1.2 Do you wish to suggest changes to the wording in Section A? n=23

10. Section 1 (Cont.) Q1.2.1 If yes, please do so below: Level 1: Yet to be achieved • ‘No evidence of achievement’ • ‘Basic provision in place but in need of enhancement’ Level 2: Yet to be achieved, but development work is in progress • ‘Yet to be achieved, but development work planned’ • ‘Some evidence of achievement, but development work is in progress’ • ‘Evidence of development under way’

11. Q1.2.1If yes, please do so below: Level 3: Quality achieved to a significant extent, but a small number of issues still outstanding • ‘Yet to be achieved. Development work is in progress but some significant issues have yet to be adressed’ • ‘Significant evidence of achievement, but a small number of issues still outstanding’ Level 4: Presently good quality • ‘Good quality is currently being exhibited’ • ‘Good quality at present’ • ‘Significant evidence of achievement’ • ‘Currently good quality’ • ‘Excellent quality achieved’

12. Section 1 (Cont.) Q1.3 Do you wish to suggest changes to the wording in Section B? n=23

13. Section 1 (Cont.) Q1.3.1 If yes, please do so below: With regards to the level selected, please describe practice within youf setting • ‘Describe practice in the setting’ • ‘How would you describe practice in your classroom in relation to this Component?’ • Change ‘With regards to…’ to ‘With regard to…’ • ‘Please describe the practices in your setting that, in your view, place it at the level you have selected’

14. Section 1 (Cont.) Q1.4 Do you wish to suggest changes to the wording in Section C? n=23

15. Section 1 (Cont.) Q1.4.1 If yes, please do so below: Provide a list of the documentation attached to support the description of practice within your setting • ‘Provide a list of the documentation you plan to attach to support your description of practices in Section B’ • ‘Provide a list of the materials attached to support the description of practice within your setting’

16. Original Self-assessment Tool

17. Revised Self-assessment Tool

18. Section 2:Content of the Exemplars Q2.1 The CECDE intend to include three completed exemplars in the final User Guide that accompanies the Self-assessment Instrument. Do you agree that three completed sample Components per setting ‘type’ is sufficient to support practitioners to complete the Self- assessment Instrument? n=23

19. Section 2 (Cont.) Q2.1.1 If no, please elaborate below: • A clear outline of the role of the exemplars should be contained in the User Guide i.e. do they reflect the ultimate level of practice or are they intended to assist practitioners in completing the instrument? • If they reflect the ultimate level of practice, then one is required for each Component • In the case of the infant class structure e.g. multi-class classrooms, single-class classrooms etc. should an exemplar be provided for each scenario? • Given the diversity of needs that practitioners require, some will require far more assistance than others in completing the tool – therefore one exemplar required per Component

20. Section 2 (Cont.) Q’s 2.2.1 – 2.5.12: Do you feel the narrative provided in section [n] accurately reflects practice at level [n] relative to this Component? Main themes that emerged: • Definitions of the levels (1-4) need greater clarification • That each statement progresses equally and gradually from level 1 through to level 4 • The language/wording used is appropriate to the relevant setting e.g. school Vs setting • There is consistency of language between the gradual levels • That the adult role is given greater prominence, as staff profiles/skills are an important factor in the development of quality • Specific suggestions relative to specific Components and levels also emerged

21. Original Exemplar: Infant Class, Interactions, Level 1

22. Exemplar – Post Consultation: Infant Class, Interactions, Level 1

23. Exemplar – Post PAF: Infant Class, Interactions, Level 1

24. Original Exemplar: Infant Class, Interactions, Level 4

25. Exemplar – Post Consultation: Infant Class, Interactions, Level 4

26. Exemplar – Post PAF: Infant Class, Interactions, Level 4

27. Questions and Answers

28. Go raibh míle maith agaibh www.cecde.ie www.siolta.ie