Abstract:
Assessment has recently been recognised as a process where collaboration can yield great benefits. Collaboration in the assessment process requires teachers to move toward a sharing of the responsibility and ownership within the process, because it provides the opportunity for strong positive relationships to develop between teachers, children, parents and the community (Kearney,1992). Teachers will need to take on the role of facilitators and enablers for parents to have sufficient information to be able to make real contributions in the process rather than being relegated to the role of receivers of information (Pugh,1985). True collaboration can result in feelings of empowerment and commitment (Bloom,1995). Input from the community as well as the parents and children can add to the cultural and individual relevance of the program and curriculum offered to young children (Gestwicki, 1992).
Documentation can be the cornerstone of the process for sharing information about children's learning between all interested parties (Eaton and Shepherd, 1998).
This paper will explore the ways in which collaboration can enhance the assessment process and lead to genuine contribution and sharing of the decision making and action within the process.
Documentation can be the cornerstone of the process for sharing information about children's learning between all interested parties (Eaton and Shepherd, 1998).
This paper will explore the ways in which collaboration can enhance the assessment process and lead to genuine contribution and sharing of the decision making and action within the process.