The usability of learning stories as a formative assessment tool in lower primary education
DOI:
https://doi.org/10.58955/jecer.156808Keywords:
formative assessment, teacher education, pre-service teacher, learning story, pedagogical usabilityAbstract
This study investigates the pedagogical usability of a learning story method as part of the formative assessment of 6–9-year-old pupils in the early years education by examining the experiences of class teacher students. Learning stories describe adult’s observations of a child’s learning and offer suggestions for new learning goals and ways to achieve them. The data of the study were collected as part of a guided pre-service training in classroom teacher education in grades 1–3 of primary education. The research data consists of group discussions (N = 9) implemented at the end of the pre-service training, involving 29 pre-service teachers. The data were analyzed in two stages: In the first stage, a theory-driven content analysis was performed with the aim of analyzing students' experiences of the usability of learning story method from the perspective of formative assessment. The unit of this analysis was the expressions in which the students described their experience and its different aspects. In the second phase, the analysis was more closely linked to theory, as the data were investigated from the perspective of formative assessment in terms of feedback, teacher pedagogical choices, goal setting, peer learning, and self-evaluation. The pedagogical usability was investigated using the criteria of effectiveness, efficiency, and satisfaction. The results of the study are in line with previous international studies. According to the students, the learning story method allows them to make non-traditional learning contents visible and to draw attention to positive perceptions of pupils’ performance and learning. The learning story method was seen as particularly relevant in the subjects of arts and crafts. Additionally, the positive notions of the meaningfulness of sharing learning stories with the pupil are in line with previous international research findings. The students perceived pupils’ lack of familiarity with positive observations and one-to-one moments with their teachers. This result differs to some extent from previous studies and raises a debate about the Finnish culture of assessment. Criticisms of the learning narrative method are consistent with previous research findings on its subjectivity, the challenges regarding the process of implementing the learning story method, and its time-consuming nature.
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