You are here:
Students who are clear about their learning can monitor their progress and seek feedback to improve their learning. Personalising learning enables students to take control of their own learning, with formative assessment practices helping to form the foundations.
When teachers provide effective feedback during the assessment process, they establish an environment for improvement and success. Personalising assessment can support this by giving students the means to be actively involved and leading the assessment of their own learning in a collaborative manner.
Read these stories and find out how how teachers are using personalised assessment practices to improve learning outcomes for students in their schools.
Personalised assessment practices in a secondary context
Gareth Manins, from Cambridge High School, personalised assessment practices in order to make learning more meaningful for his year 11 literacy students. He set out to do this by making shifts from 'assessment driven' to 'learner focussed' lessons, and from 'teacher in charge' to 'student in control'.
"Kidspeaking" the literacy progressions
Teacher Natasha Jacobs of Irongate School wanted to enable her students to be actively involved in assessment. With the help of other teachers that she enlisted through the VLN, they simplified The Literacy Learning Progressions criteria, by converting them to 'kidspeak'.
Using "kidspeaked" literacy progressions
Juliet Dickinson, DP at Te Kowhai School, was part of the VLN group to help 'kidspeak' the progressions. She found that encouraging students to take more ownership of evaluating and assessing work enabled them to make informed decisions about their learning.
Return to top