Learning stories as a form of assessment

o Learning Stories provide a framework for gathering and organising information about
student learning.
o It is a formative assessment tool used to assess for learning. Furthermore, it has
known to be described as an identity-referenced assessment practice whereby
learning stories emphasise a long-term vision of an empowered learner (Carr & Lee,
2012).
o Learning Stories are a strength based assessment approach whereby teachers look
for and identify learning opportunities to complement and support students
existing strengths and capabilities.
o Unlike, a deficit-based assessment method, learning stories use an approach that
moves from not focussing on what the child has done wrong or cannot do, but towards
emphasizing what they have achieved and building on from that (Department of
Education and Early Childhood Development, 2012)
o Learning Story assessment opportunities enhance learning through interpreted
observation, discussion, artefacts and involve complex participation where by
student achievement can be shared easily with family and friends (Carr & Lee,
2012, p.3).
o Learning Stories provides information to be used as feedback, modify teaching and
learning activities to meet the needs of the students. Furthermore, it was found
teachers came to listen to their pupils more attentively and began to appreciate more
fully that learning was a process in which the learner were active in creating their own
understandings (Carr & Lee, 2012, p.20).
o The Reggio Emilia philosophy is an approach to teaching, learning and support for
students (Carr & Lee, p.120).
o This approach is child led, and works in a way of, observing what students know,
are curious about and what challenges them (Grand Rapids Child Discovery
Center, 2016; Carr & Lee, 2012). In likeness to the learning stories teachers record
observations to reflect developmentally appropriate ways to help children expand
their academic and social potentials (Grand Rapids Child Discovery Center, 2016).
o Through my own personal experience in the Tell Tales program I have found
Learning Stories and the Reggio Emilia approach to compliment one another.
Rinaldi (2006) supports this emphasising, There are a number of aspects of the
Reggio Emilia theory and practice that resonate with the early childhood
Learning Story work (p.127). This is in regards to how they are designed, being
child focussed and what they explore in terms of assessment to demonstrate
childrens learning process.
 References

Carr, M., & Lee, W. (2012). Learning stories: Constructing learner identities in early
education. London: SAGE.

Department of Education and Early Childhood Development. (2012) Strength-based

approach: A guide to writing Transition Learning and Development Statements.
Melbourne, Australia: Communications Division for Early Childhood Strategy.

Grand Rapids Child Discovery Center. (2016) What is the Reggio Emilia approach?
Retrieved from http://childdiscoverycenter.org/non-traditional-classroom/what-is-the-
reggio-emilia-approach/

Rinaldi, C. (2006). In dialogue with Reggio Emilia: Listening, researching and learning.
New York, NY: Routledge.