analysis and critical thinking in assessment

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Analysis and Critical Thinking in Assessment 1

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Analysis and Critical Thinking in Assessment. What is the problem?. Synthesising. Analysing. Using information to inform decisions/ judgment. Gathering information. Evaluating. Drawing conclusions. Analysing assessments: the five anchor principles. Why is the assessment being done? - PowerPoint PPT Presentation

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Page 1: Analysis and Critical Thinking in Assessment

Analysis and Critical Thinking in Assessment

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Page 2: Analysis and Critical Thinking in Assessment

What is the problem?

Gathering information

Using information to inform decisions/

judgment

Synthesising

Drawing conclusions

Evaluating

Analysing

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Page 3: Analysis and Critical Thinking in Assessment

Analysing assessments: the five anchor principles

• Why is the assessment being done?• What is the story?• What does the story mean?• What needs to happen?• How will we know we are making progress?

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Page 4: Analysis and Critical Thinking in Assessment

Why is the assessment being done?

• Clarity about the purpose of the assessment from the beginning

• Allows practitioners to identify key issues• Identify and collect knowledge that will be relevant for the

individual case: Research Practice experience Observation of the family

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Page 5: Analysis and Critical Thinking in Assessment

What is the story?

• Linked to the reason for the assessment• Relevant information • Relevant circumstances, facts, events• A coherent narrative• A basis for planning

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Page 6: Analysis and Critical Thinking in Assessment

What does the story mean?

Provides a picture of the child (and families) experiences by:

• exploring their background history as well as their current circumstances.

• The relationship between information and experiences.

• What does it mean for the reader?

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Page 7: Analysis and Critical Thinking in Assessment

what do needs look like?

Different ways of looking at the situation:

• here is the problem, what is the solution?• this is the story, what does this tell us about the

need?

Focus on the needs of the individual child and family, rather than describing need:

• in universal terms• in service terms• in terms of an assessment

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Page 8: Analysis and Critical Thinking in Assessment

what needs to happen?

• Identify the impact on the child and family.• Analysis

– Hypothesising– Testing – Reflecting

• Planning

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Page 9: Analysis and Critical Thinking in Assessment

How will we know we are making progress?

Specific outcomes

Clear Measurable

Identified needs

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