Exploring Saudi Teachers’ Views on the Assessment Approach of Learning Stories in Saudi Arabia’s Classroom Settings | ||||
| مجلة کلية التربية . جامعة طنطا | ||||
| Article 14, Volume 88, Issue 5, October 2022, Page 636-662 PDF (680.1 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/mkmgt.2022.161640.1339 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Shatha Alfayez 
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| King Saud University | ||||
| Abstract | ||||
| Exploring Saudi Teachers’ Views on the Assessment Approach of Learning Stories in Saudi Arabia’s Classroom Settings Dr. Shatha Abdullah Mosaad Alfayez Assistance Professor at the Department of Early Childhood, King Saud University, Saudi Arabia Email: salfayez@ksu.edu.sa Abstract Early childhood education has become a focus of government policy across the world. Part of the present increased interest in early childhood education has been a focus on curriculum frameworks and socio/cultural methods of assessment. Currently, New Zealand has emerged as a world leader in early childhood education, and observation and assessment techniques, developed in New Zealand, have become an international focus of research and pedagogic practice. One exemplar practice to have emerged from research in New Zealand is the assessment of children’s learning called Learning Stories. This present research explored the introduction of Learning Stories into Saudi Arabia and investigated the potential of Learning Stories as an assessment tool for early childhood practitioners in the context of Saudi Arabia. Keywords: early childhood; Learning Stories; observation; assessment; Saudi Arabia | ||||
| Keywords | ||||
| early childhood; Learning Stories; observation; assessment; Saudi Arabia | ||||
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