Visibly Learning: Teachers’ Assessment Practices for Students with High and Very High Needs
International Journal of Inclusive Education
Bourke, R., Mentis, M., and Todd, L. 2011 15(4), pp. 405–419. Visibly Learning: Teachers’ Assessment Practices for Students with High and Very High Needs
Bourke, R., Mentis, M., and Todd, L. (2011). “Visibly Learning: Teachers’ Assessment Practices for Students with High and Very High Needs”. International Journal of Inclusive Education, 15(4), pp. 405–419.
This paper provides a way to think about formative assessment. It explores how teachers can use narrative assessment and learning stories to:
- make the learning of students with high and very high needs visible
- engage in meaningful dialogue with them and others in their care communities.
The paper is based on New Zealand research and could be used to start discussion on narrative assessment.
| Relevance | Resources for further learning | Resources for taking action | Resources for learning about other people's stories |
|---|---|---|---|
| Inquiry and knowledge-building | |||
| Leading change | |||
| Understanding autism spectrum disorder | |||
| Understanding inclusion | |||
| Effective schools | |||
| Special education and ASD in NZ school settings | |||
| Audit | |||
| Building inclusive school cultures | |||
| Producing inclusive school policies | |||
| Evolving inclusive practices | Y | ||
| Managing transitions | |||
| Specific issues for secondary schools |