Assessment and learning: Community
Te aromatawai me te ako: Hapori
Introduction - He kupu whakataki
Exemplars are examples of assessments that make visible learning that is valued so that the learning community (children, families, whānau, teachers, and beyond) can foster ongoing and diverse learning pathways.
Early Childhood Learning and Assessment Exemplar Project Advisory
Committee and Co-ordinators, 2002 (emphasis added)
Exemplar books 5, 6, and 7 ask the question: “What difference does assessment make to children’s learning?” These exemplar books are about the purposes and consequences of documented assessment in early childhood.1 We know that feedback to children makes a difference to their learning. What difference does documented assessment make? The exemplars collected for the Exemplar Project suggest that documented assessments can make a difference to:
- community: inviting the participation of children, families, whānau, teachers, and beyond;
- competence: making visible the learning that is valued;
- continuity: fostering ongoing and diverse pathways.
This book is about the first of these: community. Documented assessments can invite people to participate in a particular learning community designed to foster children’s learning.
Learning stories in PDF format
Unfortunately, because of publishing constraints, we are only able to provide the learning stories to you in PDF format.
You should be able to read PDF documents in your web browser. If you have any problems opening a PDF, a number of downloadable PDF readers are listed on Wikipedia or you can email web services for help.
A summary of the exemplars for Assessment and Learning: Community follows:
- Nanny's story
- A gift of fluffy slippers
- Exploring local history
- Sharing portfolios with the wider community
- Rangiātea
- The flying fox
- Growing trees
For more information, or to request a hard copy of this exemplar book, please email the ministry.
1Exemplar books 5, 6, and 7 owe much to a position paper written for the Exemplar Project (Carr and Cowie, 2003). They also draw from a paper presented to the NZCER Annual Conference (Carr et al., 2001).
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