Self and Peer Assessment: Empowering Learners
“Getting children to reflect on progress themselves, to climb to the ‘high ground’ from which they can survey their own
Tag: transparency
Enacting AfL means changing the roles of educators and students (Part 5)
‘Don’t smile until Christmas!” was well-meaning advice given to me many years ago. In my teacher training, and early in
Enacting AfL means changing the roles of educators and students (Part 4)
Research and experience show that assessment for learning (AfL) can have a significant positive impact on learning. Notice we said
Enacting AfL means changing the roles of educators and students (Part 3)
My children tell me I’m a bit of a ‘control freak’. Personally, I don’t agree. Doesn’t everyone insist that towels
Reflecting Back, Moving Forward: Witnessing Learning Over Time
I learned about differentiation and personalization in a truly authentic way.
Enacting Assessment for Learning means changing the roles of educators and students (Part 2)
To harness the power of assessment to improve learning, you must examine and possibly reconsider your role and how you see your relationship with your students.
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)
HARNESSING THE POWER OF ASSESSMENT 