Tag Archives: narrative assessment

A discussion about observation – how, what and why

In an online (freely available) journal called Early Childhood Research and Practice (edited by Lilian Katz, Jean Mendoza, and Susan Fowler), there is an article on ‘the importance of observation in early education’ (http://ecrp.uiuc.edu/v7n2/forman.html). Authors, George Forman & Ellen Hall, … Continue reading

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Starting with learning stories

According to the Ministry of Education’s Narrative Assessment Guide (p31), to get started writing learning stories: “• Just start somewhere and write it down. • They’re the stories you tell your colleagues! • Focus on one story at a time. • … Continue reading

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We should look at assessment through a different lens

The Ministry of Education Narrative Assessment Guide states: “Hipkins (2007) states that “new dimensions of learning are highlighted by the inclusion of the key competencies at the heart of the curriculum. These dimensions challenge some assumptions that are deeply embedded in … Continue reading

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Photography is a tool of power

“Recently, photography has become almost as widely practiced an amusement as sex and dancing – which means that, like every mass art form, photography is not practiced by most people as an art. It is mainly a social rite, a … Continue reading

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Visual narratives – what role do they play in ECE?

I’m wondering what role photographs play in ECE… are they providing a useful visual narrative (for children? families? teachers?)? are they an assessment tool? a tool for planning? or are they performing some other (Foucauldian!) role? “A photograph is not … Continue reading

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A question for teachers using narrative assessment

“Have I included enough information for the audience of my learning story to understand the significance of this learning event?”  

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Assessment must be central to classroom practice

“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides. (page 39 new curriculum?)” cited p28 Narrative Assessment “Assessment must be central to classroom practice, … Continue reading

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If we cannot see our students’ learning…

“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, … Continue reading

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Scientific competencies

What might scientific learning look like for students working within the EC curriculum? How might this learning be noticed, recognised, and responded to? What features of the students’ environment support this learning? What relevant competencies do our children have? Questions … Continue reading

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Narrative assessment – a summary of points

In the Ministry’s publication, Narrative Assessment, the following statements are made about this form of assessment: “Narrative assessment recounts learning events within and beyond school settings, going further than simply describing. It tells the story of learning by capturing the … Continue reading

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