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

Add to your list(s) Download to your calendar using vCal

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.

Tell a friend about this talk:

This talk is included in these lists:

Note that ex-directory lists are not shown.

 

© 2006-2021 Talks.cam, University of Cambridge. Contact Us | Help and Documentation | Privacy and Publicity