Sociocultural perspectives on curriculum, pedagogy and assessment. Implications for participation, belonging and building inclusive schools and classrooms

Abstract

This chapter describes the development of sociocultural perspectives on curriculum, pedagogy and assessment in Aotearoa/New Zealand. A significant outcome has been the development of Narrative Assessment, an assessment approach that ensures all children’s learning is clearly linked to the national New Zealand Curriculum. The chapter includes a detailed case study illustrating Narrative Assessment and the ways this approach supports the learning of teachers and students.