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

    Blaiklock, Ken

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    Date
    2008
    Citation:
    Blaiklock, K. (2008). A critique of the use of Learning Stories to assess the learning dispositions of young children. New Zealand Research in Early Childhood Education, 11, 77-87
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/1768
    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.
    Keywords:
    assessment, Learning Stories, disposition, learning
    ANZSRC Field of Research:
    130102 Early Childhood Education (excl. Māori)
    Copyright Holder:
    ChildForum
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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