While there is some research suggesting that learning stories positively impact families’ and children’s involvement in assessment processes, transition to school, and children’s learner identities, there is a lack of research contrasting learning stories with other assessment approaches to determine their relative strengths and weaknesses and relate their use to children’s learning outcomes. Learning stories have sometimes been critiqued because of the time and skill needed to create effective stories, and for their strengths-based focus which obscures learning needs.