Open AccessAn agentic perspective in assessment and evaluation of play-based learning
Author(s) -
Paul Crowhurst
Publication year - 2021
Publication title -
new zealand journal of teachers' work
Language(s) - English
Resource type - Journals
ISSN - 1176-6662
DOI - 10.24135/teacherswork.v18i1.322
Subject(s) - agency (philosophy) , dialogic , perspective (graphical) , foundation (evidence) , pedagogy , mathematics education , experiential learning , action (physics) , psychology , reflection (computer programming) , active learning (machine learning) , sociology , computer science , political science , artificial intelligence , quantum mechanics , social science , physics , law , programming language
In recent times play-based learning has become more prevalent in New Zealand primary schools. The notion of learner agency has also emerged as a priority for educators. Learner agency is underpinned by a strong foundation of theory that has the potential to find synergies with play-based learning. Based on research across three primary school classrooms, this paper conceptualises learner agency as occurring on three separate levels in the classroom—type of learning, direction of learning, and evaluation of learning. It is the evaluation of learning where play-based educators may benefit the most from an agentic perspective. It is suggested that primary classroom teachers seeking to evaluate play-based learning should adopt a dialogic approach to evaluation based on asking questions that are focused on the four key properties of agency, which are: ideas, planning, action, and self-reflection.