The debate over assessment of narratives will not be solved here, but what can be offered are some suggestions about things to consider assessing. For example what and how features of narratives could be assessed if any should be assessed at all.
We must be critical of the myriad of possibilities for assessment with narratives.

Some possibilities:
  • a non-marked journal
  • a peer review system
  • learner selects their favourites from a collection of entries and only the select few are assessed
  • diagnostic (at the beginning of the year, semester, unit, etc.)

There above suggestions are a few examples, however they may or may not work for various learners and situations and should ultimately be considered very carefully prior to use.

Examples:
  • An intersubjective rubric used together by both learner and teacher.
Intersubjective Rubric:

Teacher:
(checkmark applicable boxes)

Coherence of writing
Thoughts expressed clearly
Grammar and spelling do not interfere with comprehension
Overall
Pass




Revise





Learner:
(checkmark applicable boxes)

Coherence of writing
Thoughts expressed clearly
Grammar and spelling do not interfere with comprehension
Overall
Pass




Revise




  • Attached is a sample already in use by teachers:


This rubric is by no means 'perfect' but it is currently in use by teachers. Perhaps looking at what shouldn't be assessed is as important as looking at what could/should be.