“If we cannot see our students’ learning, how can we see our teaching and how can we see ourselves as teachers?
Dunn (2004) argues that learning stories “can become a vehicle for inclusion, as the teacher increasingly sees the learner, not the disability” (page 126). This way of assessing has the potential to help us resist the powerful pull of deficit thinking. It allows us to focus on what we can do rather than on things over which we have little or no control.”
p13 Ministry of Education Narrative assessment: a guide for teachers: A resource to support the New Zealand Curriculum Exemplars for Learners with Special Education Needs