2015, Volume 18, Research Articles

Advocating for a comprehensive approach to assessment in New Zealand early childhood education

early childhood research journal

Full Reference
Zhang, Q. (2015). Advocating for a comprehensive approach to assessment in New Zealand early childhood education. NZ Research in Early Childhood Education Journal, 18, 67 - 79.

 

Original Position Paper

Advocating for a comprehensive approach to assessment in New Zealand early childhood education

Qilong Zhang
Waiariki Institute of Technology, NZ

 

Abstract

The Learning Story approach to assessing and reporting children’s learning is the dominant approach to assessment in New Zealand early childhood education largely due to endorsement by the Ministry Education and advocacy by academics and educational authorities. This article argues that regardless of the appeal of Learning Stories this approach should not be promoted as the only or best assessment practice. Educators, parents and children should be provided with choices, and a more multi-method or comprehensive approach taken to assessment. Two key rationales for a comprehensive approach presented in this paper are: (1) assessment has multiple purposes that require multiple tools rather than a one-size-fits-all approach; and (2) the effectiveness of assessment tools is contextually determined.

Key words: Assessment; Learning Stories; multi-method; comprehensive approach.

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