Assessment in Early Childhood Education in England

Basford, Jo; Wood, Elizabeth

doi:10.4324/9781315562193-25

Cited by 1 publication

(3 citation statements)

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“…However, it also brings the potential of seeing a nursery teacher reconstituting her role by positioning documentation practices through her pedagogical work with political and ethical intent. The implications of such foregrounding of more relational and ethical assessment practices (Basford and Wood, 2018), seen through the lens of new materialism, point towards more hopeful and flourishing discourses (Moss, 2015) at work, which are much needed when teachers can feel demotivated (Bradbury, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Basford and Bath (2014) posit that forms of assessment gameplay can be traversed when teachers develop stronger pedagogical knowledge that challenges accountability and pursue other agendas. When assessment is framed as an ethical and relational practice, it creates the potential for teachers to challenge how they and the children in their classes are viewed (Basford and Wood, 2018: 361).…”

Section: Documentation Practices Within the English Assessment Agendamentioning

confidence: 99%

“…Acting back against assessment agendas through documentation practices carries risks, as any challenge in a climate of accountability is problematic (Basford and Wood, 2018). Moss (2015) argues that there is a dire need to find alternative agendas which contest dominant ways of thinking and might precipitate discourses of hope and environments in which teachers, children and ECE communities can flourish.…”

Section: The Search For Alternative Assessment Modelsmentioning

confidence: 99%

See 2 more Smart Citations

What is documentation doing? Early childhood education teachers shifting from and between the meanings and actions of documentation practices

Albin-Clark

2020

Contemporary Issues in Early Childhood

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This article asks the question of what documentation is doing, rather than what documentation means in the context of early childhood education. By focusing on the documentation of a young child’s playful exploration with water that inhabits a classroom wall, new materialist theories are put to work to ponder documentation’s agentive capacities and intra-activities. What is argued is that documentation is inviting powerful creating and resisting actions that offer senses of belonging for a child. Consequently, it is proposed that teachers both shift from and overlay matters of fact and matters of concern. The implication is that documentation can be put to work in influential ways when its actions (rather than meanings) within spaces are foregrounded. This article offers original contributions to contemporary debates regarding agentive readings of documentation practices that can influence forms of ethical and flourishing pedagogies in a policy climate that can otherwise confine.

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Section: Discussionmentioning

confidence: 99%

Section: Documentation Practices Within the English Assessment Agendamentioning

confidence: 99%