How the Learning Story Framework can be Enhanced to Provide Better Assessment Information to Support Planning for Children’s Further Learning: A Critique of the Reliability and Formative Validity of Learning Stories in Aotearoa New Zealand

Louise Wanoa; Michael Johnston

doi:10.26686/nzaroe.v24i0.6333

Authors

Louise Wanoa Victoria University of Wellington http://orcid.org/0000-0003-4049-6736
Michael Johnston Victoria University of Wellington http://orcid.org/0000-0001-5319-5890

DOI:

https://doi.org/10.26686/nzaroe.v24i0.6333

Keywords:

Learning Stories, Assessment, Early Childhood, Validity, Reliability

Abstract

Learning stories are the predominant method of assessment in the Aotearoa/New Zealand early childhood education sector. In the present paper, we argue that, while learning stories appropriately emphasise what children can already do, also describing their challenges in learning stories could contribute to planning, independent learning, motivation and self-assessment. Drawing on the first author’s professional experience as an early childhood teacher, a critique of the three components of learning stories’ practice – notice, recognise, and respond – is used to put forward a case for effective strategies to enhance the validity and reliability of these assessments. These components are deployed sequentially in the learning stories assessment process to serve the formative purpose of the approach. The notice component includes a familiar observer, informal sharing of observations and watchful listening to achieve descriptive validity, and the use of children’s own words to achieve interpretative validity. The ‘recognise’ component involves peer review, multiple perspectives, and child plus parental feedback to achieve construct validity. The ‘respond’ component draws attention to multiple perspectives input to achieve accuracy as a property of validity. The application of each strategy also improves the reliability of learning story assessments.

Downloads

Download data is not yet available.

Author Biographies

Louise Wanoa, Victoria University of Wellington

Louise Wanoa is a postgraduate student at Victoria University of Wellington and has worked in teaching, tutoring and mentoring roles in education since 2002 both within the early childhood field and the adult education sector. Her interests centre on educational assessment, student learning, mentoring and coaching, inclusion, and professional learning.

Michael Johnston, Victoria University of Wellington

Dr Michael Johnston is Associate Dean (Academic) in the Faculty of Education at Victoria University of Wellington. His research interests centre on the impact of assessment on teaching and learning. He also contributes to public policy on assessment through membership of a number of advisory groups to education agencies.

References

Absolum, M. (2011). Clarity in the classroom: Using formative assessment for building learning-focused relationships. Winnipeg, Canada: Portage & Main Press.

Beaumont-Bates, J. (2017). E-Portfolios: Supporting collaborative partnerships in an early childhood centre in Aotearoa/New Zealand. New Zealand Journal of Educational Studies, 52(2), 347-362. https://doi.org/10.1007/s40841-017-0092-1

Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31. https://doi.org/10.1007/s11092-008-9068-5

Blaiklock, K. E. (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.

Blaiklock, K. E. (2010). Assessment in New Zealand early childhood settings: A proposal to change from learning stories to learning notes. Early Education, 48, 5-10.

Blaiklock, K. (2011). Curriculum guidelines for early literacy: A comparison of New Zealand and England. Australasian Journal of Early Childhood, 36(3), 3-9. https://doi.org/10.1177/183693911103600302

Brooker, L. (2002). Starting school: Young children learning cultures. Buckingham, England: Open University Press.

Cameron, M. (2014). Keeping learning stories complex:. A call for ongoing critique. Early Education, 55, 30-31.

Cameron, M. (2018). Assessing four-year-old children's learning: New Zealand early childhood teachers' purposes, practices and beliefs (Doctor of Education thesis). Massey University, Palmerston North, New Zealand.

Cameron, M., McLachlan, C., & Rawlins, P. (2016). 'Assessment in ECE is overwhelming at times': Uncovering the challenges of assessing four year old children's learning. Early Education, 60, 12-16.

Carr, M. (1998). Assessing children's learning in early childhood settings: A professional development programme for discussion and reflection. Wellington: New Zealand Council for Educational Research.

Carr, M. (2001). Assessment in early childhood settings: Learning stories. London: Paul Chapman.

Carr, M., & Claxton, G. (2002). Tracking the development of learning dispositions. Assessment in Education: Principles, Policy & Practice, 9(1), 9-37. https://doi.org/10.1080/09695940220119148

Carr, M., & Lee, W. (2019). Learning stories in practice. London, England: SAGE. https://doi.org/10.4324/9780429030055-2

Cowie B., & Carr M. (2017). Narrative assessment: A sociocultural view. In M. A. Peters (Eds), Encyclopedia of educational philosophy and theory. Singapore: SpringerLink. https://doi.org/10.1007/978-981-287-588-4_396

Cullen, J. (1991). Young children's learning strategies: Continuities and discontinuities. International Journal of Early Childhood, 23(1), 44-58. https://doi.org/10.1007/BF03174607

Drummond, M. J. (1993). Assessing children's learning. London: David Fulton.

Duncan, J., & Eaton, S. (2013). A rhizomatic experiment with learning stories. Global Studies of Childhood, 3(3), 318-327. https://doi.org/10.2304/gsch.2013.3.3.318

Dunn, M. L. (2000). Using "learning stories" to assess and design programs for young children with special needs in New Zealand. Infants & Young Children, 13(2), 73-82. https://doi.org/10.1097/00001163-200013020-00012

Dunn, L. (2004). Developmental assessment and learning stories in inclusive early intervention programmes: Two constructs in one context. New Zealand Research in Early Childhood Education, 7, 119-133.

Eden, R. (2015). Keryn Davis, Jocelyn Wright, Margaret Carr and Sally Peters: Key competencies, assessment and learning stories: Talking with teachers and students. New Zealand Journal of Educational Studies, 50(1), 165-167. https://doi.org/10.1007/s40841-015-0016-x

Emilson, A., & Pramling Samuelsson, I. (2014). Documentation and communication in Swedish preschools. Early Years, 34(2), 175-187. https://doi.org/10.1080/09575146.2014.880664

Forman, G., & Hall, E. (2013). Wondering with children: The importance of observation in early education. LEARNing Landscapes, 7(1), 187-202. https://doi.org/10.36510/learnland.v7i1.637 Retrieved from https://learninglandscapes.ca/index.php/learnland/article/view/Wondering-With-Children-The-Importance-of-Observation-in-Early-Education

Gallagher, A. (2018). E-portfolios and relational space in the early education environment. Journal of Pedagogy, 9(1), 23-44. https://doi.org/10.2478/jped-2018-0002

Goodman, N., & Cherrington, S. (2015). Parent, whānau, and teacher engagement through online portfolios in early childhood education. Early Childhood Folio, 19(1), 10-16. https://doi.org/10.18296/ecf.0003

Goodman, N., & Cherrington, S. (2017). Children's engagement with their learning using e-portfolios. Asia-Pacific Journal of Research in Early Childhood Education, 11(3), 17-38. https://doi.org/10.17206/apjrece.2017.11.3.17

Hatherly, A., & Sands, L. (2002). So what is different about learning stories. The First Years: Nga Tua Tuatahi. New Zealand Journal of Infant and Toddler Education, 4(1), 8-12.

Hazard, M. (2011). Learning stories: One way to assess and report - professionals and children working together. Every Child, 17(3), 14-15.

Hidi, S. (1990). Interest and its contribution as a mental resource for learning. Review of Educational Research, 60(4), 549-571. https://doi.org/10.3102/00346543060004549

Higgins, A., & Cherrington, S. (2017). What's the story? Exploring parent-teacher communication through ePortfolios. Australasian Journal of Early Childhood, 42(4), 13-21. https://doi.org/10.23965/AJEC.42.4.02

Hooker, T. (2015). Assessment for learning: A comparative study of paper-based portfolios and online ePortfolios. Early Childhood Folio, 19(1), 17-24. https://doi.org/10.18296/ecf.0004

Johnson, B., & Christensen, L. B. (2017). Educational research: Quantitative, qualitative, and mixed approaches (6th ed.). Thousand Oaks, CA: SAGE.

Katz, L. (2002). 'Not all dispositions are desirable': Implications for assessment. Assessment in Education: Principles, Policy & Practice, 9(1), 53-54. https://doi.org/10.1080/09695940220119175

Lepper, C., Williamson, D., & Cullen, J. (2003). Professional development to support collaborative assessment. Early Education, 33, 19-28.

Macy, M., Bagnato, S., & Gallen, R. (2016). Authentic assessment: A venerable idea whose time is now. ZERO TO THREE, 37(1), 37-43

Maxwell, J. A. (1992). Understanding and validity in qualitative research. Harvard Educational Review, 62(3), 279-300. https://doi.org/10.17763/haer.62.3.8323320856251826

Maxwell, J. (2013). Qualitative research design: An interactive approach (3rd ed.). Applied Social Research Methods Series, 41. Thousand Oaks, CA: SAGE.

McLachlan, C., Edwards, S., Margrain, V., & McLean, K. (2013). Children's learning and development: Contemporary assessment in the early years. South Yarra, VIC: Palgrave Macmillan.

Ministry of Education. (2017). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Author.

Ministry of Education. (2004a). Kei tua o te pae: Assessment for learning: Early childhood exemplars. Book 1: An Introduction to kei tua o te pae. He whakamōhiotanga ki kei tua o te pae. Wellington, New Zealand: Author.

Ministry of Education. (2004b). Kei tua o te pae: Assessment for learning: Early childhood exemplars. Book 4: Children contributing to their own assessment. Ngā huanga tamariki ki tō rātou aromatawai. Wellington, New Zealand: Author.

Ministry of Education. (2004c). Kei tua o te pae: Assessment for learning: Early childhood exemplars. Book 5: Assessment and learning: Community. Te aromatawai me te ako: Hapori. Wellington, New Zealand: Author.

Mitchell, L. (2008). Assessment practices and aspects of curriculum in early childhood education results of the 2007 NZCER national survey for ECE services. Wellington, New Zealand: New Zealand Council for Educational Research.

Newton, P. E., & Shaw, S. D. (2014). Validity in educational and psychological assessment. London: Sage. https://doi.org/10.4135/9781446288856

Penman, R. (2014). E-portfolios: Connecting parents, whanau and teachers in kindergarten communities. Early Education, 56, 10-13.

Sadler, D. R. (2002). Learning dispositions: Can we really assess them? Assessment in Education: Principles, Policy & Practice, 9(1), 45-51. https://doi.org/10.1080/09695940220119166

Snow, C., & Van Hemel, S. (2008). Early childhood assessment why, what, and how. Washington, DC: National Academies Press.

Te Kete Ipurangi. (n.d.). Retrieved from http://assessment.tki.org.nz/Gathering-and-using-evidence-for-learning/Working-with-data/Concepts/Reliability-and-validity.

Vygotsky, L. S. (1978). Mind in society: The development of higher pyschological processes. London: Harvard University Press.

Williamson, D., Cullen, J., & Lepper, C. (2006). Checklists to narratives in special education. Australian Journal of Early Childhood, 31(2), 20-29. https://doi.org/10.1177/183693910603100205

Zhang, Q. (2015). Advocating for a comprehensive approach to assessment in New Zealand early childhood education. New Zealand Research in Early Childhood Education, 18, 67-79.

Zhang, Q. (2017). Do learning stories tell the whole story of children's learning? A phenomenographic enquiry. Early Years, 37(3), 255-267. https://doi.org/10.1080/09575146.2016.1151403