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Beyond the Tyranny of TestingRelational Evaluation in Education$
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Kenneth J. Gergen and Scherto R. Gill

Print publication date: 2020

Print ISBN-13: 9780190872762

Published to Oxford Scholarship Online: October 2020

DOI: 10.1093/oso/9780190872762.001.0001

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Relational Evaluation in Primary Education

Relational Evaluation in Primary Education

(p.67) 4 Relational Evaluation in Primary Education
Beyond the Tyranny of Testing

Kenneth J. Gergen

Scherto R. Gill

Oxford University Press

Relationships are especially important in childhood and hence in primary education. There are already ground-breaking practices of evaluation in primary classrooms that illustrate how relational approaches can support children’s learning and well-being. These practices often involve dialogue, reflective questioning, peer collaboration, and mutual appreciation in effectively providing formative feedback on children’s classroom learning experiences. This chapter also selects examples, including circle time reflection, dialogic inquiry, learning review meetings, and project exhibitions, as key practices for inspiring and enhancing children’s continued engagement in learning. The authors reflect and analyze the multiple ways in which sensitive and caring evaluation can take place within generative processes of relating and which in turn enrich the myriad relationships so central to learning.

Keywords:   childhood, formative feedback, learning review, mutual appreciation, dialogic inquiry, engagement, relational process

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