To support student development as autonomous self-regulating learners

Aim

To support student development as autonomous self-regulating learners.

Evidence and reflection

Consider the opportunities that students already have in your classes to improve their learning through self- and peer-assessment. What are the strengths of current practice, and what might be possible negative consequences?

Extension

Re-read section about self- and peer-assessment (p.402 of Reflective Teaching in Secondary Schools), and if possible explore other guidance on self- and peer-assessment. Evaluate what you have read against the three principles for AFL (making learning explicit; promoting learning autonomy; focusing on learning rather than performance). Decide what you can do in your practice to help pupils develop as more autonomous self-regulating learners.

More in this chapter

• To apply principled reflection to accepted assessment for learning practices
• To reflect on the influence of beliefs and related assessment practices on learner identity and self efficacy
• To reflect on the ways in which teachers aid learning through adjustments
• To identify aspects of feedback and marking practice to improve
• To develop critical awareness of different interpretations of the term ‘Assessment for Learning'
• To clarify your own and your school’s use of the term ‘Assessment for Learning’