Assessment is a systematic process of gathering information to help identify strengths and needs, in order to decide on appropriate further action or to confirm that no additional action is required. Assessment can provide a baseline of information from a range of sources, which development can be measured against.
Assessment for its own sake will not achieve effective change and support for children, young people and their families. Assessment must be a part of an effective cycle. Information is gathered and where the analysis or assessment is made using that information, this informs planning. Plans are then implemented, and the implementation is then reviewed, which may lead to further assessment.
An assessment framework such as the common assessment framework (CAF) has the potential to provide guidance that is grounded in an evidence base and to facilitate consistency among assessors. If there is no formal framework, assessors might: develop their own subjective criteria, ‘fail to include core information’ or lack an understanding or consensus of expectations of the assessment process.
Assessments take place in a wide range of situations for a variety of purposes, but should always take account of the impact of age, gender, ethnicity, religion, ability and sexuality into account. They may be single or multi-agency, carried out at an initial stage to inform a diagnosis, such as for a disabled child, provide ongoing information for daily practice as with teachers, or summarise information at the end of an intervention for example therapists.
Many current single-agency assessments may be the first assessment routinely carried out with children. The CAF is likely to be the next stage of assessment used by a trained practitioner across agencies when additional needs are indicated. It aims to inform and co-ordinate any early intervention. lt can also be used to support transition to and from specialist services.
The following are examples of assessment currently carried out;
a teacher’s assessment of a child’s educational attainment at key stages of the national curriculum, to determine future learning plans
a paediatric assessment to make sure that a child has reached the appropriate developmental milestones and to monitor progress
a connexions personal adviser’s assessment of a young person’s strengths and barriers to participation in learning to provide feedback and motivation.
a practitioners common assessment to identify a child’s needs following a significant period of absence from school
an educational psychologist’s assessment of a child or young person’s special educational needs to identify their educational strengths and needs
a social worker’s assessment of a child’s home situation, to determine if they are at risk of significant harm
Each of these types of assessment has a clearly defined purpose, and it is important to note that the role and function of assessment may vary according to the context.