30
targets and standards through surveys/small group discussions
o
plan intervals and activities during learning or while students are compiling their portfolios,
where students consolidate information/feedback from different sources over time to
summarise and reflect on their strengths and areas to improve
o
facilitate student-teacher, small group and/or whole class reflection on students’ learning,
work processes and outcomes
Building students’ confidence, self-esteem and motivation for learning, e.g.
o
recognise students’ strengths and providing guides for students’ self-improvement, such
as through
exhibition/public display of students’ works,
verbal affirmation and constructive feedback during studio critiques and student
presentation,
written affirmation in response to students’ written reflection
peer teaching i.e. appointing advanced learners to guide other students, to
demonstrate certain processes/techniques
o
value students’ processes to encourage risk-taking, ensuring a balance of focus on process
and final work in designing assessment tasks and rubrics
These practices can take place informally as part of learning and teaching, as well as formally, as
events structured into the processes leading up to formal assessment.
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