Abstract
This paper illustrates the transformative power of learning stories as an alternative approach to in early childhood assessment. The author uses examples from her own classroom to demonstrate the use of formative assessment to foster attachment, pluralism and creativity.
Author Biography
Helen Frazier
Helen Frazier, GSE ’03, has worked in early childhood education as a preschool and kindergarten teacher, special educator, adjunct instructor, and professional development provider. She was the lead writer and project coordinator for the Revised New York State Early Learning Guidelines and a creator of the NYAEYC Interest-Driven Learning Framework. Helen was a member of NYS Board of Regents Early Childhood Workgroup’s Blue Ribbon Committee. She holds a master’s degree from Bank Street Graduate School of Education and is the proud mother of two sons who attend New York City public schools.
Recommended Citation
Frazier, H.
(2024).
Learning stories as assessment for liberation.
Occasional Paper Series,
(51).
DOI: https://doi.org/10.58295/2375-3668.1523
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons