Cameron

__Key Success Indicators__
Teacher indicators: Student indicators:
 * Uses clearly defined and well communicated //Learning Intentions// and //Success Criteria// that inform students what they are learning, what the task is asking them to do, and what they need to include in their work to be successful.
 * Uses a variety of questioning prompts to promote student thinking about their learning (meta-cognition).
 * Involves students in formulating their own success criteria- promoting students to think individually and in small groups about what they need to include in their own work to be successful.
 * Teacher clearly communicates feedback in a manner the students understand. The students are familiar with the language and meaning of the teacher’s feedback.
 * Feedback both oral and written is directly related to the main aim or task of the lesson.
 * Feedback highlights successes and directs students’ to next learning steps.
 * Teacher involves students in assessing their own and peer’s work and promotes learning conversations around this.
 * Teacher initiates learning conversations with students and between students, observing and recording evidence of student learning.
 * Students can articulate what is required of them and what they need to include in their work to be successful (motivated and feeling positive about task at hand)
 * Students’ questions show evidence of meta-cognitive thought processes. (Seeking further meaning)
 * Students can comprehend their feedback and communicate their next learning step.
 * Students can provide peer feedback based on success criteria.
 * Students can self-assess against a success criteria and comment on strengths and areas of growth.

Bibliography
 * Black, P. & William, D. (1998). ‘Inside the Black Box: Raising Standards Through Classroom Assessment’, //Phi Delta Kappan// //80 (//2), 1-8.
 * Clarke, S. (2001). Unlocking formative assessment: ‘Practical strategies for enhancing student learning in the Primary Classroom’. Hodder Education.
 * Hattie, J. & Timperley, J. (2007). The power of feedback. //Review of Educational Research//, 77 (1), 81-112.
 * Miller, D. & Lavin, F. (2007). [|'But now I feel I want to give it a try': //Formative assessment//, self-esteem and a sense of competence] . // Curriculum Journal // ; //18// (1) 3-25.
 * Pryor, J. & Torrance, H. (2001). Developing formative assessment in the classroom: using action research to explore and modify theory. //British Educational Research Journal, 27// (5), 615-631.
 * Robson, C. (2002). Real World Research: ‘A resource for social scientists and practitioner- researchers’. Blackwell Publishing.
 * Sadler, R. (1998). ‘Formative assessment: revisiting the territory’. Assessment in education: //Principles, Policy & Practice, 5// (1), 77- 84.