A critique of the use of Learning Stories to assess the learning dispositions of young children

Abstract

This paper discusses a number of concerns about the value of Learning Stories for assessing children’s learning in early childhood centres. The technique requires teachers to observe children and write narrative “stories” to show the learning that is occurring in particular situations. There is a focus on assessing children’s dispositions for learning rather than describing their knowledge and skill levels. Although there is some case-study documentation to support the value of Learning Stories, there is little evidence about the effectiveness of the widespread use of Learning Stories to assess and enhance children’s learning. Concerns about Learning Stories include: difficulties with establishing the validity or accountability of Learning Stories; problems with making subjective interpretations based on short observations; a lack of guidance on where, when and how often to make Learning Stories; problems with defining and assessing learning dispositions; and difficulties in using Learning Stories to show changes in children’s learning over time.