Introduction Of Baseline Assessment Policy Analysis Assignment
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A baseline assessment policy is considered important that provides all required information regarding intended changes. In terms of understanding each significant component of this baseline assessment policy, this assessment is important. In this study, the historical content of the mentioned policy and the information procedure of this policy are to be analyzed. The relation among other research aspects regarding the same policy approach is also to be highlighted in this study. Contemporary issues, related to the baseline policy and different components of the early childhood education process are also to be analyzed in this study.
The historical content of the Baseline Assessment policy
The rationale of the policy was to assume that the primary schools containing the Reception classes are not performing so well which can relate to the formal assessment. The expectations for primary school level education become below average. A dominant strand of the investigation was created in the context of the UK in the late 1990s, where baseline assessment in primary schools as part of federal policy. In the UK, baseline assessment has been operated both as an estimation tool and in designing curricula. Enhancing the level of the higher academics can be defined as the motto of the baseline assessment policy in the UK at that time (Sterk et al. 2022). The utilisation of progress is a measurable object like adding value to the existing culture for the development of education.
Additionally, the progress of the assessment can account for the educational level used to serve in the primary schools in the UK. In order to respond to the situation, the consultation of the primary assessment has been included by the government in 2017. The introduction of the statutory reception baseline assessment (RBA) was made in the autumn 2020 session with the target of making the education level available in the primary school (discovery.ucl.ac.uk, 2022). Different challenges are faced by the government in improving the educational level which is vital work in reception and key phrases.
The published assessment by the consultation has been employed for the trial phase by the national representative in the choice of schools. This selected school adopted the RBA between September and November 2018. One of the large-scale implementations by the volunteer national commander was announced in September 2019. Schools were made the successful adaptation to the development of the early adaptation of the RBA in 2020 autumn of 2020. Due to the Covid-19, primary schooling was facing more challenges for the development of the education system. The primary school level education brings attention to the government and increases the development of education in this phase. Primary schools were notified by the committee to take the possibility to sign up for the RBA premature adopter in 2020 autumn of 2020.
In the history of RBA, there were different phases that are making different existing stages in both statutory ends of the staging that is assessing for the development of the teacher assessments and curriculum tests at the national level (gov.uk, 2022). Based on the vision of the assessment committee, it can be defined that the teacher can undertake the observation of a child when that child gets the entrance in the Reception. Moreover, the practitioners will monitor children at sports as well as carry out simple studies with them to accumulate reports that can be operated to consider the Reception kid's entry-level of growth for each Area of Learning. The primary baseline assessment has been encountered by the consul in analysing the understandable factors that can be encountered for the development of the individual’s educational development at the entry level.
The famous pioneers who have proposed the mission and vision of the Baseline Assessment Policy in the UK are Mary Bousted and Christine Blower. The ultimate reason behind introducing the baseline assessment policy was to aid the child in their transitional period. This policy was also established to help teachers to produce a learning plan that can make children better understand evaluated school performance. The notion behind this policy was to admire the importance of school responsibility that was laid on the shoulders of the children in society. There were different causes to discover the impact the policy has had on making the child put pressure in the early days in the academy. The pioneers of the assessment had worked in both ATL and NUT as general secretaries which made them eligible to discover the factors such as the experience of teachers and required notions to form a new assessment (discovery.ucl.ac.uk, 2022). The government can rethink the utilisation of the module claiming that the Government can measure different elements that can relate to the findings related to education level.
How informed is the Baseline Assessment policy
The primary information that has been provided by the Baseline Assessment policy is that the Government of the UK can work on the upliftment process of education provided in the higher academy and reduce the pressure on education from the children. This assessment needs to include a qualified practitioner to act like a leader who can make decisions that are related to the assessment criteria (Turnbull, 2018). Therefore, the assessment has provided information through the guideline that the teacher must include a connection and familiarity with the student. The primary aim of the assessment is to the upliftment of the education level among the students rather than adding pressure on them.
The administration is reliable to make sure that the assessment will be conducted only by a fully trained professional who knows the materials that are required to be followed based on the assessment criteria. The assessment has different steps to process with the deliverables for the development of the education system. This policy included practical assignments, using physical aids, and a scoring system available on the internet for the practitioner to conduct as the student associated with the assignments (Crick et al. 2019). Different information related to the adaptation of the policy to receive the study materials is allocated in the development of the designated task-based assessment to conclude the familiar things that are associated with the skilled trainer. Scoring and reporting can be defined as the greater elements of this policy.
Schools included as the part of the early adopter of RBA where the opportunity is made similar to the strategic development of statutory roll out in 2021 autumn. The participation of the school was not mandated at the time of this (Bywaters et al. 2020). The significance of this assessment policy was that the study material was being sent to the schools that have made participation. There were about 3,878 schools have made their participated in the summer assessment in 2020 and 88,947 students made they participated to complete the assessment (Statista.com, 2022). This can indicate the success of the education policies in the UK.
Linking Baseline Assessment policy with other research
There is information available related to RBA policy for the development of the education level in the UK and different policies that are related to educational upliftment are relatable. Additionally, the educational policies are relatable in the development stages that are continued by the government. In different educational policies, the UK Government has the target of selecting the schools and providing the materials that are required to conduct the policies. As the schools are the medium for developing the education through the conduction of the policy this can be recommended easily for the development of the different programs through research. Delivering the knowledge is the key that ensures the build better futures target for the development of the education. The national committee that is known for the development of education in different stages is also working on the Early Childhood Education and Care policy.
ECEC policy aims to educate every child in society. The primarily available data around the event of success is nearly 134,550 kids as students have started getting the education by attending schools before primary level. After the Covid-19 the increment has been found in 2020 while the educational policy has been aligned with the positive care in the education (McKinlay et al. 2018). Moreover, in the post-pandemic circumstances have noticed a reduction in this optimistic growth as the importance of child healthiness has been the obsession rather than instruction. The success criteria of the ECEC are in the development of the policy as UNESCO has showcased interest by making the evaluation of this educational policy (Haslip and Gullo, 2018). This policy can be evaluated for the development of the early childhood career with the protecting opportunities.
The adaption of the Children Act 1989 has been more interconnected with this policy, where the safety of children sheds more focus through education. The assumption of the educational policy can be defined by making the development of the policies that can be utilised as the deliverables to the consumption of the new selection based on the present circumstance.
Present-day impacts of Baseline Assessment policy
The available data can be defined as the most powerful tool for the development of the educational policy to understand the impact on the children about the progress in learning. The information about the number of children is taking the new educational system. The effectiveness of the policy has the availability of insights that can help understand the efficiency of the policy for the development of education. As the policy of baseline assessment has been defined that education in the different backgrounds needs to complete the impacts in the different higher education systems.
Education quality structure development
The current records are showcasing that the development of childhood education, and teachers' qualification, especially who are associated with the education system is interconnected. Based on the available positive outcomes from the application of the policy by the government it can be defined that the effectiveness has been showcased in the child health through more involvement in the education (Nuraini et al. 2019). As the pandemic duration has restricted the children to perform different educational activities, the post-pandemic time is concluded with the development of performing more educational activities that are linked with the objectives of the UK Government is forecasting a healthy lifestyle for the children. The Government has demarcated the institutions and organisations to perform different activities that can encourage the parents to send their kids to school in the early stage (Wang et al. 2018). Different institutions have notified that based on the new guideline, the government need to maintain the formation of the weekly 15 hours schedule for every 3 to 4 years old child in the preschool stage to receive the basic education the responsibility (Slot, 2018). Based on this event, 93% of the overall children in the UK are able to attend the preschool segment.
The improvement of the quality procedure
There are different statistics available for the development of the policy that is making the cost development in the different stages. Adapted schools are allocated different study materials for the development of the educational system. The preferences of the educational system have been adaptive for the inclusion of the development of the educational process. Application of the policy has made around 70% of children are getting proper education than before based on the available insights of 2020 (Tembo, 2021). There is a bare minimum negative character for the children that are under the age of 3 years old students for the development of education. The forceful circumstances are not a blessing for the children their age to let them educate. Cognitive development is the shindig baseline that demands a range of mental methodologies to use in answer to the combination of tasks incorporated in the different processes. Moreover, different policies are making the consequences by reception baseline policy.
Historical and Contemporary issues with Baseline Assessment policy
Prior age of the development of education there are policies that are related to the different aspects that can be directly associated with the political issues. The early stage of education is being popular in developing societies and the parents are getting different subsidies from the government for taking care of the government declared policy. The assessment of the different policies is interconnected with the Government declaration of the commonly faced issues about the safety of children (Sharma et al. 2021). Children are known as the future of the nation, if a government cannot protects the children anyhow; it cannot make the nation effectively strong due to the procedure. The threat of sending children to work occasionally increases the potential to make the deliverable stronger. Different child protection acts are available in the UK and there are different events that make stories.
Target audience of the BA policy
Primarily it can be seen that the target audience of the Baseline Assessment Policy is the children who are more than 3 years old. In this stage, a child's cognitive growth needs to be at the centre of focus of the person who takes care of the child's educational purposes. Based on the described purpose of the establishment of the Baseline Assessment Policy, prior to the application process, this policy has been introduced in the primary schools (Roberts?Holmes and Bradbury, 2018). Before the application of this specific policy, it has been seen that different educational organizations use different kinds developed by teachers in order to create comparisons with the early learning goals of the EYFS (Discovery.ucl.ac.uk, 2021). Relied on the regulatory perspective offered by the National Foundation for Educational Research (NFER), it has been observed that, for the better cognitive development of the children three to four years old, the baseline assessments that are provided in different schools need to be the same. As a consequence, the schools that are identified for the application of this new baseline assessment policy are required to change their own style of providing assessment though it has been stated by the choice providers that information regarding the different assessments of schools cannot be compared.
At the base level, ensuring the optimum level of development within each child is the basic potentiality of the Baseline Assessment Policy. In order to accelerate the all-over development of a child, this specific policy has been developed and offered to the selected schools of England for demonstrating how cognitive growth can be made better in comparison to the previous system of education. In such cases, besides the teachers of the selected academic organizations, parents are also believed to be a part of the application of such policy (Discovery.ucl.ac.uk, 2021). At a young age, parents are recognised as the primary influencer of the cognitive growth of a child. On the other hand, when a child belongs to a socially and economically backward family, the proper cognitive growth of the children can be challenging when it comes to the facilities offered by the surroundings of the school. Focusing on these special circumstances that seem challenging for some kinds of children's educational and cognitive development, such kinds of policies have been developed (Woodward et al. 2021). Based on the above-mentioned reasons, the government bodies, responsible for facilitating similar educational opportunities, have chosen the children of 4 years to 5 years.
Early childhood education
In a usual manner, it can be stated that the policy contributes to understanding or identifying the actual need of a child of four to five years old. In order to maintain a progressing effort in the educational development of a child, the teachers or the professionals who take care of the child need to conjecture the starting point of the student's study (Cem.org, 2019). This process includes the observation skills of the person along with the projection of the child's psychology and the child can attain the way of cognitive growth as well.
Based on the above-mentioned scenarios, it can be stated that the application of the baseline Assessment Policy has created a significant impact on the start of the school from the perspective of the teachers. It has been observed that the majority of the teachers are found to agree with the note that denotes the application of this particular policy "has disrupted the children's start to school". The below-represented figure has showcased the number of teachers who agree with that note.
Figure 1: Response to Baseline Assessment Policy has disrupted the start of the schools
(Source: Discovery.ucl.ac.uk, 2021)
The main reason for the above response is that most of the teachers have felt that such policies do not have any theoretical application for the preschoolers where the identification of a student has been assessed by the teachers. However, it can be stated that, in the case of developing the process of offering early years of education to the children, this policy has been able to create a positive impact too. The main purpose of early years education development is to provide an ambience that supports the facility of attaining equal opportunity for study (Mundiri and Hamimah, 2022). Following this, it can be stated that this specific policy has helped to avoid any kind of discrimination while providing the opportunity for the assessment of the cognitive learning process of each individual child. The affordability of the common educational opportunity is considered the most important aspect of the educational process offered by the early education providers. The education providers through the Baseline Assessment Policy have obtained this core objective.
With an intention of offering such an equal environment for prioritizing the educational and cognitive development of a child in his early days of education, this policy has successfully implied to the schools of England first in 2015. After the implication, the success rate of the policy has influenced the extension of the policy in further schools in the UK (Gov.uk, 2022). The analysis of the success rate of this policy shows that more than 88,947 people have successfully accomplished the objectives of the assignments.
Development of Baseline Assessment policy
In order to identify the special needs held by individual children in the early stage of cognitive development has been recognised as the main functionality of the development of Baseline assessment Policies. Offering this policy to the group of children five years old has contributed to developing a sequential model of the assessment phase by combining the screening phase (Waite et al. 2021). In the case of identification of such mannerism in a child with Special Educational Needs (SEN), the adaptation of this particular policy has helped in developing a more refined process of providing equal opportunity for studies.
In cooperation with the professionals of NFER and the Center for Education and Monitoring (CEM), the abovementioned policy has been developed and first implied to the selected primary schools of England in 2015. As per the recorded information by the DfE report, from the year 2016, this assessment will work as the only aspect of measuring the progress of a child "from entry to the key stage of 2" (Babvey et al. 2021). On the other hand, in some schools, it has been observed that new kinds of assessments have been used the determination of the child's progress nowadays. The influential aspects the policy holds have changed the pattern of provided summative assessment.
In accordance with the further records initiated by NFER, it has been observed that July 2015 has been able to raise particular concerns within the child's parents' minds regarding the implementation of the RBA policy. The identification of the faults of the particular policy has helped to develop and restructure the regulations with those the base of the policies have been prepared. The goals depicted by the EYFS are the main reason for developing such policies (Velasco-Muñoz et al. 2021). Following the guidelines encrypted previously in the policy, the terms and conditions have been revised for introducing this particular policy at the start of receptions.
Relationship between practice and theory of Baseline Assessment policy
The education of a child in the early years in the United Kingdom has been conducted by following various theories that help to promote the cognitive development of the children. In the UK, the nursery and other early education centres for the children, not only focus on the development of the skills regarding academic succession but the focus is also established on the child's psychological, mental and emotional growth as well. In addition, it can be stated that, in the time of developing a policy for the betterment of a child's educational attainment level, the developers need to be concerned about following different educational theorems. The applications of different educational theories can be helpful not only in developing the terms of the policy but will be beneficial for understanding the implication too.
Erikson's Theory of Psychosocial Development
(Source: Shamsaei et al. 2022)
In accordance with Erikson's Theory of Psychosocial Development, it can be proposed that prior to the educational journey, a child needs to be prepared for facing the outer world not only with the help of intelligence but emotionally and psychologically as well (Sun and Sun, 2021). Therefore, the emphasis of this theory has been created on the "unconscious mental repression" of a child. The founder of this theory that a child must need proper guidance in order to develop the initial characteristics of the child’s mental development has believed it. According to the statement of Sekowski (2022), it can be stated that the application of this specific theory has been considered beneficial for the development of such kinds of RBA policies. It will help to identify the main requirement of a child's emotional development that helps to build up the consciousness within a child for the better attainment of the education in the future academic career.
The overall development of a child can be measured by analyzing the impact of a baseline assessment policy. The theory by Bowlby, Attachment theory can be mentioned as the most relatable and associated theory of the baseline assessment policy (Pathan et al. 2018). The main concept of this theory is based on the social development of a child. One of the most important and previous theories regarding the social development of a child can be mentioned as this theory.
Bowlby's Attachment Theory
(Source: Daneshfar and Moharami, 2018)
As per this theory, each child is born with an instinct in which the formation of social contact and attachment is connected. An important part, practiced by the baseline assessment policy is relevant to the theory, proposed by Bowlby (Morgan et al. 2019). Rather than that, this theory is also important for providing information regarding cognitive attachment.
Relation of theoretical basement assessment practice and policy and its impacts on early childhood education regarding the issue
Another most important term, associated with early childhood education can be mentioned as nursery education. There are several theories regarding this stage of education of a child that can be found. This branch of education plays an important role in developing a strong base for a child’s education system. There are some most significant principles, related to the early childhood education process (Neumann and Herodotou, 2020). The first principle can be mentioned to ensure a secure, reciprocal, and respectful relationship of a child with the education system. The baseline policy is found to provide the necessary essentials to meet this principle of the early childhood education system. The relation of this policy with the education procedure of a child can be understood by understanding the relevance of this principle. Another important principle is to understand the necessity of early education for a child. Cognitive and other attributes of a child can be developed by introducing new strategies and policy-related attributes (Ghasemi et al. 2019). The main aim of this policy is to ensure a compact and detailed undemanding of the child's learning procedure. Besides, the previously mentioned theory regarding the child development process, Bandura’s Social Learning Theory is another important theoretical approach to the child development process. The basic consideration of the baseline assessment policy can be analyzed based on that.
Bandura’s child development theory
(Source: Stroebe, 2021)
The relation of this theory with baseline ase4semt policy is significant for understanding the overall developmental aspect of a child's education. As per this theory, the behavior of a child depends on the educational base that is to be developed by improving different personal factors such as cognitive skills and biological events. The outside environmental factors also play an important role in determining the effectiveness of education (Granqvist, 2021). The role of a teacher in understanding the individual attributes of a child is important. This theory is useful as it presents different opportunities to the teacher to evaluate the performance of each child. The connection between behavior, personal and environmental factors is also to be analyzed to understand the importance of this theory in baseline assessment policy.
The early childhood education process is impacted by some other theoretical approaches. The theory, Vygotsky’s Sociocultural theory can be mentioned as another important theory related to the early educational development of a child. Issues in the early childhood education process can be handled by implementing relevant components of this strategy (Levy et al. 2018). The objective of the baseline assessment policy is to identify the individual characteristics of a child by evaluating the capability of each child. In this regard, the behavioral attributes of a child need to be accessed in a good manner.
Sociocultural Theory of Vygotsky
(Source: Yusuf, 2021)
Based on the above-presented figure the necessary attributes of a child’s cognitive development can be identified. The critical thinking ability of a child is found to be impacted by the approaches in which the mentality to adapt to new things and perform individual tasks with own capabilities are included. Having help at all times can reduce the chances to improve self-confidence among chid that can impact on overall educational development of a child (Jones et al. 2021). As per the baseline assessment policy, the preschool performance of children can be more impressive by considering different approaches to this theory.
Issues in early childhood education in recent times such as lack of proper support in the education system, lack of time with close ones, and lack of active engagement of children in the education (Bennett et al. 2018). These issues are creating difficulties for the children in preparing for a better future from the very beginning stage. Implementation of the mentioned theories, within baselines assessment policies, can be beneficial in this regard.
Research, relevant to the early childhood education
Early childhood education is considered to be one of the most important and necessary steps of a child's life. A successful future of a child can be ensured only by understanding different aspects of a child’s education system. As per the baseline assessment policy, measuring a child’s capability and providing support accordingly is important to ensure a strong base. Some significant entry observations are included within this policy that can help teachers to be creative and more supportive of the students (Morgan, 2019). In order to develop an educational base and also to increase the interest of a child in learning new things, creating an effective and influential educational environment is necessary.
The area of early childhood education also includes the development of social and emotional skills. Physical and communicative attributes of a child are also to be developed by understanding different areas of early childhood education. Most relevant information regarding a child’s overall and cognitive development can be considered as another important part of this area. Different areas of learning and communication needs are to be analyzed and understood by identifying important areas of early childhood education (Pillay, 2018). In terms of understanding different challenging situations, faced by the child in the early education stage, each relevant areas need to be identified and analyzed. Another important area of early childhood education can be mentioned as significant strategies related to early education. One of the most important aspects of pedagogy in learning and teaching aspects can be analyzed based on theories, proposed by Piaget (Barnett and Jung, 2021). Continuous discovery and individual learning with different attractive and informative curriculums are also to be included in this strategy. Environment plays an important role in improving the circumstances and learning aspects of children. Practice testing, self-expectation, and the intention in growing knowledge play an important role in improving the learning aspects of a child. Early child development is internally connected to the aspects of education and the implementation of strategies. The education act of the UK Childcare Act, 2006 can be mentioned as an important consideration to understand the importance of early education in a child (Jeon et al. 2019). As per this act, schools and educational institutes are to provide proper attention and care for understanding the needs of children.
Significant recommendations are needed to improve the overall outcomes of implementing the baseline assessment policies. The objective of this policy can be fulfilled by analyzing each component of this policy and current considerations within a child’s early education process.
- The implementation of the baseline assessment policy can be more adaptive and impactful by spreading awareness of early childhood education.
- Relevant strategies and more effective theories within this policy can improve the policy’s outcomes that can help the policy users to extract beneficial outcomes. The schools, considering this policy can arrange an active and engaging social meeting that can gain interest among students to study further and become socially independent.
- Implementation of Piaget’s theory regarding cognitive development can be more impactfully introduced within this policy that can improve the overall performance of educational institutions.
- The chances of getting educational benefits to more extent can also be considered as an important recommendation for developing aspects of this policy.
In order to sum up the whole discussion, it can be said that the implementation of the baseline assessment theory in early childhood education is important for the recent education aspect. The UK government has implemented various strategies and policies to develop early childhood learning and educational aspects. Behavioral and social skill development activities can be helpful for schools and teachers to properly implement baseline assessment policies. Overall educational and behavioral development of a child can be ensured by considering these attributes and strategies. Significant recommendations are provided based on which future implementation of this policy can be managed. The important relationship between practices and the theory of the baseline policy is analyzed in this study that can help educational institutes to improve their infrastructure to provide proper education to children in the preschool stage.
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