Toward formative assessment: The use of pedagogical documentation in early elementary classrooms

Abstract In this study, a Reggio Emilia style of pedagogical documentation was introduced in five kindergarten classrooms in the New Westminster school district over a six month period from January to June 2005 to investigate its potential as a means of formative assessment in literacy instruction, and to communicate learning to children and their families. Interviews with parents, and classroom teachers followed; transcripts were analyzed using grounded theory methodology to determine common responses, and patterns in the perspectives articulated. A year later in June 2006, teachers were re-interviewed to determine if they had continued to use any of the techniques introduced and to ascertain barriers and challenges to its implementation. Based on these findings, two analytic stories were developed about the use of pedagogical documentation in traditional early elementary classrooms. The implications of these findings are then considered along with recommendations for further investigations.