Introducing narrative assessment for learners with high needs: A CHAT analysis of a professional development initiative that simultaneously initiates and impedes change

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• Dr. Roseanna Bourke, School of Educational Psychology and Pedagogy, Victoria University, Wellington, New Zealand and Dr. Mandia Mentis, School of Education, Albany Massey University, Auckland, New Zealand
• Thursday 28 June 2012, 17:00-18:30
• Donald McIntyre Building, Faculty of Education, 184 Hills Road, Cambridge, Room GS5.

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:

• All Faculty of Education Seminars
• Centre for Commonwealth Education (CCE)
• Donald McIntyre Building, Faculty of Education, 184 Hills Road, Cambridge, Room GS5
• education
• jy318

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