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Collaborating with children and whānau in assessment for learning

Marjolein Whyte

Currently early childhood teachers often ask parents or whānau to write comments in response to their child’s Learning Story. However, it can be difficult to obtain a contribution that leads to parents/whānau participating in their child’s learning and in planning for further learning experiences. This article reports on the development of a new way of involving parents/whānau in assessment—through shared dialogue between the child, parents/whānau and teachers.

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