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SUMMARY:Introducing narrative assessment for learners with high needs: A C
 HAT analysis of a professional development initiative that simultaneously 
 initiates and impedes change - Dr. Roseanna Bourke\, School of Educational
  Psychology and Pedagogy\, Victoria University\, Wellington\, New Zealand 
 and Dr. Mandia Mentis\, School of Education\, Albany Massey University\, A
 uckland\, New Zealand
DTSTART:20120628T160000Z
DTEND:20120628T173000Z
UID:TALK38278@talks.cam.ac.uk
CONTACT:Bryony Horsley-Heather
DESCRIPTION:When young people who experience significant learning difficul
 ties are assessed through traditional school-based assessment measures\, t
 he outcomes often reinforce for them\, and their parents\, what they 'can'
 t do'. The inability of standardised assessment tools to convey the comple
 xity of learning in a meaningful\, positive frame necessitated a new appro
 ach. In New Zealand a new assessment initiative that proposed to narrate\,
  rather than measure learning\, was seen as a viable way to capture studen
 t learning and achievements in a positive frame.\n\nThis seminar reports o
 n the 3-year evaluation of the introduction of narrative assessment\, fram
 ed through Cultural Historical Activity Theory (CHAT).
LOCATION:Donald McIntyre Building\, Faculty of Education\, 184 Hills Road\
 , Cambridge\, Room GS5
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