ABSTRACT
Children are most likely to generate and refine working theories in learning environments where uncertainty is valued, inquiry is modelled and making meaning is the goal. Learning dispositions emphasise learning as mediated action, with a key element being the sensitivity to occasion. Local genre of narrative text is represented by narrative assessments: Learning Stories. The development of Learning Stories in New Zealand has been well documented in Carr and Carr and Lee in the series of 20 booklets entitled Kei tua o te pae on the New Zealand Ministry of Education website and see Te Whatu Pokeka for a discussion of narrative assessment from a Maori world view and cultural practice perspective. The trajectories of learning for the learner selves served in pedagogical practice by a narrative mode of documentation, adding context and continuity in Learning Stories and portfolios.
