XXIV Congreso Internacional sobre Diversidad en Organizaciones, Comunidades y Naciones

Abstract

Narrative is commonplace in qualitative research, psychology, marketing, and history. The various types of narrative are shaped by the context and purpose of implementation. Regardless of that, a narrative is a story or an account of an event bound by time. More recently, narrative has been associated with assessment for learning. Narrative assessment for learning is argued to be the most appropriate of a sociocultural model viewing learners with special educational needs, in which the individual is viewed within their physical, social, and cultural setting, and where attention is paid to the whole environment in order to improve learning outcomes for students. Narrative assessment for learning has some particular features. First, it recounts learning events within and beyond school settings and it tells the story of learning by capturing the context, the people, and the relationships. It is also bound and defined by the time over which learning is noticed by the narrator, taking into note of the ways that learning strengthens over time. Unlike traditional assessment methods, it contributes towards closing the gaps between learners and teachers, strengthening power with and power for relationships and supports the construction of learner identities as capable, competent, able, included, and valued.