Making space to learn through informal AfL interactions

Willis, Jill (2015) Making space to learn through informal AfL interactions. In AERA Annual Meeting, 15-21 April 2015, Chicago, Illonios.

Abstract

If the purposes of Assessment for Learning (AfL) is to enable learners to develop expertise in evaluating and regulating the quality of their learning, then it is important to understand how teachers create the spaces for students to develop this ownership of their learning in their daily interactions. This paper compares how two teachers created quite different interaction spaces for effective AfL practices; one teacher, Rachel, through highly choreographed AfL interactions and the other teacher, Greg, through improvisational AfL routines.

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13 since deposited on 28 Aug 2016
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ID Code: 98405
Item Type: Conference Paper
Refereed: No
Additional URLs:
Keywords: Assessment for learning, Learner agency, Formative Assessment
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Education Assessment and Evaluation (130303)
Divisions: Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 2015 [please consult the author]
Deposited On: 28 Aug 2016 22:31
Last Modified: 31 Aug 2016 13:56

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