The Status of the Image in ECE Assessment Practice: Insights from the Field

Autor/inn/en	Gunn, Alexandra C.; White, E. Jayne; Williams, Ngaroma
Titel	The Status of the Image in ECE Assessment Practice: Insights from the Field
Quelle	In: New Zealand Journal of Teachers' Work, 19 (2022) 1, S.15-28 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (White, E. Jayne) ORCID (Williams, Ngaroma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Early Childhood Education; Foreign Countries; Visual Aids; Evaluation Methods; Student Evaluation; Young Children; New Zealand + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Ausland; Anschauungsmaterial; Schulnote; Studentische Bewertung; Frühe Kindheit; Neuseeland
Abstract	While much has been done to advance narrative assessment practice in the early years, less attention has been granted to the role of the image in this pursuit. As a consequence, the purposes, value and strategic use of images (photographs, videos, visual metaphors etc.) in foregrounding learning of young children are not well understood. This paper reports on the results of a short pilot survey, sent to the early childhood education (ECE) sector Aotearoa New Zelaand in early February 2022, asking a series of exploratory questions about the status and utility of the image in ECE assessment. Images were not only viewed by many respondents as central to assessment and the co-production of knowledge about children's learning, but they were also considered to be significant in terms of the trustworthiness and credibility of assessment information. Images represented young children's learning in accessible ways and provided for reinterpretation, negotiation of meaning, and ongoing conversations about children's changing experiences, capabilities, relationships, and community in ECE. As entry points to assessment dialogues with whanau and children, images provided a shared source of evidence about valued learning. We conclude with a provocation arising from understanding images as central to assessment that calls for more critical literacy concerning the placement and status of the image in ECE assessment practice -- especially in light of assessment in the bicultural curriculum context of Te Whariki (MoE, 2017). (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01