Setting learning intentions together encourages learners to share responsibility for their own learning. If the learning intentions are clear, learners will understand what is required and if success criteria are known learners are more likely to achieve them.
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When used formatively, both formal and informal assessments provide valuable evidence of learning, misunderstandings or lack of understanding. Practitioners and learners analyse this evidence and use it to further learning for a whole class and individuals.
Informal assessment includes techniques such as questioning, observation and class discussion. Formal assessment such as tests, project tasks, and oral presentations often provide a summative assessment of a learner's achievement. If used formatively, a summative assessment provides helpful data to assist the practitioner and learner to plan strategies to progress the learning.
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Feedback that is specific about the learner's work, relates to the learning intentions and success criteria encourages the student to persevere and develop their knowledge and skills. Effective feedback assists learners to review their progress and with the teacher plan the next steps forward.
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Self-assessment and peer feedback encourage children to become independent learners. They become more actively involved in the learning process, develop confidence in their own judgement and are motivated to continually improve their learning.
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The practitioner and learners discuss the assessment and the analysis and use this data to plan what needs to be learned next. The learning will be differentiated as some students may have demonstrated mastery of the knowledge and skills and others will have varying degrees of understanding.