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ERIC Number: EJ1020753
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
ISSN: ISSN-0300-4430
Co-Constructional Task Analysis: Moving beyond Adult-Based Models to Assess Young Children's Task Performance
Lee, Scott Weng Fai
Early Child Development and Care, v183 n8 p1166-1180 2013
The assessment of young children's thinking competence in task performances has typically followed the novice-to-expert regimen involving models of strategies that adults use when engaged in cognitive tasks such as problem-solving and decision-making. Socio-constructivists argue for a balanced pedagogical approach between the adult and child that takes into account the situated nature of learning and children's emergent competence. The model of task performance co-constructed between the researcher and the children in the study reported here is a direct response to this challenge. The qualitative study involved 28 seven-to eight-year-olds in a primary classroom in New Zealand and examined a total of 25 cases of children's task performances over a period of three months. Case examples are discussed in this article to demonstrate how the model can be used to analyse and assess children's thinking competence. It is argued that the findings discussed in this article could contribute to educational assessment methods.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A