Enacting AfL means changing the roles of educators and students (Part 1)
“…we need to transform our assessment and instructional practices, and that means that we need to be open to considering our role in the classroom differently.”
Collaboratively Developing Students’ Understanding of Success Criteria: A Dynamic, Ongoing Process (Part 4)
As a learning community, students uncover possible success criteria, giving an educator the opportunity to listen deeply, assessing what students already know and understand.
Collaboratively Developing Students’ Understanding of Success Criteria: Using Samples to Uncover Criteria (Part 3)
When you give students information that they can use to improve, and they see and understand that they can do it… students will experience feelings of control over their learning …
Collaboratively Developing Students’ Understanding of Success Criteria: Modelling Criteria (Part 2)
“…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)
Collaboratively Developing Students’ Understanding of Success Criteria: Introduction (Part 1)
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?’
Changing how we think about assessment – Teaching students how to learn
“…the most empowering and loving thing we can do is help students learn how to learn for themselves.” (Jackson, 2009)
Changing how we think about assessment – Becoming partners in learning
Who decides what is being assessed, when assessment happens, what criteria are being used to determine progress, and what the format of the assessment will be?
Collaboratively Developing Students’ Understanding of the Learning Goals (Part 1)
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?
Reflecting Back, Moving Forward: The Importance of Defining Criteria
Sometimes significant professional insights come from snippets of lived classroom moments. One moment can change you! It did for me.
Learning Goals and Success Criteria: How to Craft Them
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.
HARNESSING THE POWER OF ASSESSMENT 