Child-voiced assessment for understanding children's learning and transforming pedagogic practices
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Date
2023
Authors
Harris, P.
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McLachlan, C.
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Book chapter
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Source details - Title: Assessment and Data Systems in Early Childhood Settings: Theory and Practice, 2023 / McLachlan, C. (ed./s), Ch.11, pp.243-264
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Abstract
Aligned with contemporary approaches to assessment that draw on ecological and sociocultural understandings of children in contexts, this chapter explores child-voiced assessment and the rich, in-depth insights it yields into children’s strengths, interests, and processes of participation and learning. Given assessment data are used to inform and transform children’s learning and the pedagogies they experience, the voices of children as key stakeholders in assessment must be considered. Acknowledging all children’s right to have input on decisions affecting their lives, child-voiced assessment is discussed, with particular explorations and examples of the use of dialogic encounters with children, and multimodal documentation and representation of children’s learning and engagement. This discussion is framed by principles of authentic child-voiced assessment that address and go beyond conventional notions of reliability, validity and fairness. Examples of voiced data from the author’s research highlight not only what can be learned and gained from children’s voices about their learning and engagement-but also demonstrate how the process itself of engaging with children’s voices can and does transform pedagogic practices.
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Copyright 2022 The Author(s), under exclusive license to Springer Nature Singapore
Access Condition Notes: Accepted manuscript available after 1 January 2024