|COOKIES: By using this website you agree that we can place Google Analytics Cookies on your device for performance monitoring.|
University of Cambridge > Talks.cam > Centre for Commonwealth Education (CCE) > Introducing narrative assessment for learners with high needs: A CHAT analysis of a professional development initiative that simultaneously initiates and impedes change
Introducing narrative assessment for learners with high needs: A CHAT analysis of a professional development initiative that simultaneously initiates and impedes change
If you have a question about this talk, please contact Bryony Horsley-Heather.
ALL WELCOME (Refreshments available)
When young people who experience significant learning difficulties are assessed through traditional school-based assessment measures, the outcomes often reinforce for them, and their parents, what they ‘can’t do’. The inability of standardised assessment tools to convey the complexity of learning in a meaningful, positive frame necessitated a new approach. In New Zealand a new assessment initiative that proposed to narrate, rather than measure learning, was seen as a viable way to capture student learning and achievements in a positive frame.
This seminar reports on the 3-year evaluation of the introduction of narrative assessment, framed through Cultural Historical Activity Theory (CHAT).
This talk is part of the Centre for Commonwealth Education (CCE) series.
This talk is included in these lists:
Note that ex-directory lists are not shown.
Other listsPhilosophy Events Peter Whittle Colloquium Language and Music as Cognitive Systems
Other talksJudith Butler: Understanding Society Why Does Cyclobutane-1,2,3,4-tetraone Have a Triplet Ground State? Hair braiding demos Practically Making the Philosophers' Stone: Recreating Alchemical Experiments Simulations of damped Lyman-alpha systems Applying system metabolism to improve synthetic metabolism