If you are mindfully preparing for determining the grade, then merely riding the wave of learning experiences and collecting numerous artefacts is not enough.
“Getting children to reflect on progress themselves, to climb to the ‘high ground’ from which they can survey their own
Feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or
Feedback should help the student understand more about the learning goal, more about their own achievement status in relation to
As a learning community, students uncover possible success criteria, giving an educator the opportunity to listen deeply, assessing what students already know and understand.
“…the more students interact with the criteria, the more they are able to internalize look-fors and apply them when assessing the quality of their work or performance.” (Nicol, Macfarlane-Dick, 2006)
When you read the title of this post, did it affirm your thinking or did it evoke a sense of questioning…’But how do I do that?’
You’ve heard the phrase making thinking visible. Observing, listening to and conversing with students about their meaning-making is essential. But, in order to do this effectively, what needs to be in place?
It’s tempting to pick an expectation and to ‘turn it into a learning goal’. However, if we’re going to invite students to be active in their learning (to own it!), we need to go beyond telling them what the goal of ‘today’s lesson’ is.
Together with learning goals, success criteria form the foundation for all other assessment practices.