Perspectives on Narrative Assessment and Alternative Techniques in an Early Childhood Setting

Abstract

Assessment practices in education are important because they evidence desired and actual learning outcomes of curriculum. In Aotearoa New Zealand narrative assessment in the form of Learning Stories is the assessment method used for the National early childhood curriculum Te Whāriki. This literature review collates different perspectives on the current approach of assessing dispositional learning and working theories through narrative stories, with the intention that a best practice outcome might be observed. Quantitative studies appeared scarce on this subject, with most literature consisting of qualitative verdicts and theory-based opinions. Findings support the current assessment and curriculum goals in New Zealand, but valid concerns raised support further consideration and more substantial research.