Learner engagement in assessment 2: How We Learn

The Building the Curriculum 5 summary document says that:

At its most basic, learner engagement requires teachers to share learning intentions and indicate what would constitute good measures of success. Learners also need to receive early and accurate feedback and should be given the opportunity to discuss the teacher’s assessments and their implications for future progress.

However, learner engagement should move beyond these basic requirements. Sound approaches to assessment will help learners to demonstrate what they can do. Therefore, it is appropriate to involve them in choosing and developing assessment approaches and in selecting and summarising the evidence that emerges.

This is pretty challenging stuff. BtC5 is raising the bar and saying it’s not enough to share your learning intentions and success criteria. We now need to involve pupils in the assessment process to a much greater extent. How could this work? Are the pupils up to this level of engagement? Primary 3 at our very own Stoneyhill Primary School agreed to share how they are already involved in the assessment process in the video below.

Some questions for reflection having watched the video:

  • How does the teacher involve the pupils in their assessment?
  • What are the pupils learning? What skills are they developing?
  • How is the teacher offering personalisation and choice?
  • What impact do you think this has on the pupils?
  • What impact do you think this has on the teacher?
  • How common do you think this approach is in this classroom?
  • What would be the impact if these pupils’ next teacher didn’t provide them with these opportunities?
  • How could you adapt your practice in light of this video?

A huge thank you to P3 at Stoneyhill Primary for sharing.