摘要：

Narrative assessment is learner centred, credit based, and illustrates learning andachievement within authentic contexts. It offers new insights into the way in whichability and disability are socially constructed. For teachers, the process of assessing inthis manner is enabling them to 'see' students, the curriculum, assessment, and theirpedagogy with different eyes. They are finding new pathways to personaliseassessment and learning for diverse students.This paper will describe a project whereby Education Plus, University of Canterburyand the Ministry of Education have been working with teacher-writers to developexemplars of learning for students with high to very high learning needs developingcurriculum exemplars using narrative assessment in a range of primary and secondaryschool settings. This approach links closely to the vision, principles and values of TheNew Zealand Curriculum and focuses on strengthening learners' key competencieswithin the context of the learning areas and effective teacher pedagogy. The NewZealand Curriculum states that the national curriculum is for all students and weargue that a narrative assessment approach supports inclusion.

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