Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique

Buldu, Mehmet

doi:10.1016/j.tate.2010.05.003

Cited by 90 publications

(93 citation statements)

References 3 publications

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“…While pedagogical documentation can be regarded as a narrative self-assessment tool that creates stories about practice, it is also presented as tool for use among colleagues (Kocher, 2008;Buldu, 2010;Lenz Taguchi, 2000;Åberg and Lenz Taguchi, 2005;SOU, 1997:157;Dahlberg et al, 2001;Palmer, 2012;MacDonald, 2007;Goldhaber, 2007;Bjervås, 2011). Buldu (2010) points out that work on pedagogical documentation "creates a professional learning community" (ibid, p.1445).…”

Section: Peer Learning Tool Possibilities and Ethical Issuesmentioning

confidence: 99%

Systematic documentation: Structures and tools in a practice of communicative documentation

Alnervik

2018

Contemporary Issues in Early Childhood

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Alnervik is an assistant professor in the preschool education and research program at Jönköping University's School of Education and Communication. She has worked as a preschool teacher, pedagogical supervisor and leader in Sweden for over 35 years. Her research focuses on organizational processes within and between Swedish preschools. Specifically, she studies preschool teacher development by examining how teachers create and reflect upon pedagogical documentation. AbstractSwedish preschool teachers must systematically document activities in the preschool in order to evaluate the quality of these activities. Pedagogical documentation is one form of documentation that is proposed. The aim of this article is to discuss and create knowledge of structures and tools based on different communicative aspects of pedagogical documentation.The empirical data consists of statements from preschool teachers with many years of experience of using pedagogical documentation. Their statements have been analyzed based on Wartofsky's concept of primary, secondary and tertiary artifacts. The study points to the importance of various tools of organisation in providing direction and frames for documentation in order to enable structures of communication built on rhizomatic learning.

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Section: Peer Learning Tool Possibilities and Ethical Issuesmentioning

confidence: 99%

Systematic documentation: Structures and tools in a practice of communicative documentation

Alnervik

2018

Contemporary Issues in Early Childhood

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“…On a provincial, national, and international stage, current research looks at how the purpose of assessment affects pedagogical documentation (Basford & Bath, 2014;Buldu, 2010;Knauf, 2015;MacDonald, 2007;Pyle & DeLuca, 2013;Rintakorpi, 2016). An example, found in a recent Canadian study, concluded that pedagogical documentation is defined within the context of assessment, and that regardless of the teacher approach or curricular stance, documentation is "construed in relation to an overall framework of educational accountability" (Pyle & Deluca, 2013, p. 232).…”

Section: Current Researchmentioning

confidence: 99%

Through the Looking Glass: Interpreting Growing Success, The Kindergarten Addendum, Ontario’s Assessment, Evaluation, and Reporting Policy Document

MacAlpine¹

2017

J Child. Stud.

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JOURNAL OF CHILDHOOD STUDIES ARTICLES FROM RESEARCHKelly-Ann MacAlpine is a PhD student in the Curriculum Studies Program at the Faculty of Education, Western University.With particular attention to early childhood education and care, she is curious about the posthumanist perspective that shifts the conversation from universal truths to boundless possibilities in the blurring of knowing and being. Her area of interest focuses on a pedagogy of listening and the ethics of the encounter through attending to the presence of multiple perspectives. By understanding the ever-evolving and complicated entanglement of human and nonhuman relationships in the process of meaning making, she seeks to research the emerging role of pedagogical documentation as it intersects curriculum and pedagogical practice.

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“…Beyond these definitions of documentation, strong pedagogical documentation involves sharing evidence of learning with students through displays and representations that provoke further reflection on learning experiences (Buldu, 2010), current levels of knowledge, and next steps. In my class's Canadian Shield project, the collection of evidence over the duration of the project allowed students to revisit and self-reflect on a learning process that took place over several months.…”

Section: Vol 41 No 3 Journal Of Childhood Studies Ideas From Practicementioning

confidence: 99%

Provocation to Reflect: An Educator’s Exploration of Engaging Students Through Documentation

Frampton¹

2016

J Child. Stud.

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My identity as an educator-researcher has evolved through more than 15 years of working with diverse children in multiple settings and utilizing a variety of frameworks and theories to guide my practice. My degree in early childhood education gave me the opportunity to explore different approaches to primary education, specifically in preschool settings. Through this program I was introduced to the Reggio Emilia philosophy, which served as a provocation to unsettle what I thought I knew and to launch a deep, continuous self-reflection about my practice, the education system I worked within, and the Reggio Emilia approach to early childhood education. More recently, I have begun to consider how the Reggio Emilia philosophy can be applied at the elementary school level. In particular, I have wanted to explore how pedagogical documentation can be used to foster students' intellectual engagement. I wondered: How does documentationcapturing, displaying, reflecting on, and utilizing evidence to guide learning-create opportunities for students to intellectually engage in school?This article emerged from my struggle to frame an individual philosophy of education while incorporating Reggio ideas into my practice. Specifically, it examines the connectivity I discovered between pedagogical documentation, student self-assessment, and intellectual engagement. After providing some background into the question that sparked my interrogation of my teaching philosophy, as well as the links between that philosophy and the pedagogical goals of my teaching context, the Calgary Board of Education, I discuss the ways I have used pedagogical documentation in my practice and the opportunities it has provided for student self-assessment.Linking practice examples to literature on the Reggio approach, I also discuss the incorporation of these teaching strategies as a means to foster students' intellectual engagement. After touching on challenges and struggles I've faced along the way, I conclude by highlighting the value of self-reflection as a vehicle to deepen my understanding of what it means to be an educator.

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Making learning visible in kindergarten classrooms: Pedagogical documentation as a formative assessment technique

Cited by 90 publications

References 3 publications

Systematic documentation: Structures and tools in a practice of communicative documentation

Systematic documentation: Structures and tools in a practice of communicative documentation

Through the Looking Glass: Interpreting Growing Success, The Kindergarten Addendum, Ontario’s Assessment, Evaluation, and Reporting Policy Document

Provocation to Reflect: An Educator’s Exploration of Engaging Students Through Documentation

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