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What is the child's role in Assessment for Learning?


This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 21 May 2010 by ncetm_administrator
Updated on 13 August 2010 by ncetm_administrator

 

What does formative assessment look like in practice?

Throughout this module there have been notes about involving the children in all the different processes that have been discussed for example: framing success criteria and giving feedback to one another. This is because it is well researched that the more the child is involved in the learning process the more they will:

  • feel a sense of ownership of that learning;
  • understand that they have to do the learning and that the teacher cannot do it for them;
  • know that they are successful learners and that they can carry on being successful.

Since the involvement of the child has so many beneficial outcomes it is vital that approaches are used that promote that involvement such as:

  • negotiating the success criteria for learning activities;
  • using learning buddies so that the children know they can help others learn and others can help them learn;
  • using peer-assessment;
  • concentrating on learning vocabulary and ways of expression so that children can express their mathematical learning and explain exactly where they may need help;
  • working in collaborative groups.

For more ideas about involving the children, read the pages on Peer and Self Assessment in the Dig Deeper paper Assessment for Learning.

Think about all the ideas that you have considered in this section about effective formative assessment. Choose two of the ideas and record in your Personal Learning Space how you will make sure that those two ideas are used consistently in your school to help children learn and progress well.

 

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