Asking questions is a fundamental way educators elicit information from learners about their learning…or is it? The nature of the
Student thinking rarely follows a straight path towards a learning destination. When you ponder documenting the twists and turns of whole group or individual students’ thinking, do you feel overwhelmed? How might the application of learning goals and success criteria support the process of documentation?
The process of assessment is not black and white. It’s not about shades of grey, but rather, about an understanding that each student has a spectrum of possibilities within them – a rainbow of ideas and potential.
Take a moment to breathe, slow down and reflect on the first part of this academic year.
I learned about differentiation and personalization in a truly authentic way.
As a learning community, students uncover possible success criteria, giving an educator the opportunity to listen deeply, assessing what students already know and understand.
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 …
“…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?