Assessment+???

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 c[|ritical 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:__ //Intersubjective Rubric://
 * An intersubjective rubric used together by both learner and teacher.

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.