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

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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.

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