Many see learner agency as a fixed characteristic, either students have it or they don’t. This reading defines agency and details metacognition and self-regulation skills that help students strengthen their agency.
Teaching agency skills is not a common practice. This reading outlines specific steps teachers engage students in to use evidence to support their learning during routines of self-assessment, peer feedback and discourse.
To explore evidence of learning, students should engage in peer feedback, self-assessment and academic discourse daily. This reading helps teachers consider key aspects and outcomes for these 3 instructional routines.
This brief resource highlights what changes in advanced formative assessment practice, outlining shifts in teacher practice, classroom culture, feedback and peer dialogue.
This resource describes three conditions that are essential to sustaining formative assessment and has been used to guide elements of program design.
This reflection tool offers a synthesis of Menucha Birenbaum’s (2012) research on the characteristics of school and classroom learning cultures — essential elements in successful formative assessment implementation.