Defining/ Understanding: Enquiry, Knowledge, Process, Communication and Realisation
Enquiry – active learning (actively engaging and reflecting on their subjects). What steps are the students using from their questions to reach their goal?
Knowledge – What are you sharing? Whom and what is the purpose – also is it relevant or not to what you are researching. Picking and critiquing why it relates to your subject.
Process – The journey of your learning. Documenting how did you reach point A to point B.
Communication – How are you presenting/ communicating your work to other people. How are you communicating the process and knowledge of your work? How are you telling your narrative?
Realisation – Reflecting on your work/ journey of learning. What are they doing – what methodology are they using? Why was it successful? Why wasn’t it successful. How do you go back and evaluate your choices?
Considerations – How does the assessment/ feedback accommodate students with special learning differences? Also, consider the different backgrounds of students.
How can they engage/ relate to the feedback? Think about the methodologies of feedback – is only verbal enough? How can the students take away and reflect upon the feedback? Am I erasing voices during this process?
Feedback and feedback forward – ‘ongoing dialogue and process’ (Jisc, 2016). Feedback focuses on students’ current progress. feedback forward focuses on students’ development in the future.
Benchmarking – to reduce the issues around the attainment gap by having a ‘fair’ assessment/ getting rid of bias. In this process, you have a standard/ expectation which is then used to assess other work. This process also ensures that the assessors are following the same ethos (Teaching Within, 2022).