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Literacy Online. Every child literate - a shared responsibility.
Ministry of Education.

Phase 3 - Teaching and Learning

What happened as a result of the teaching?

The teaching and learning is designed around the principles of formative assessment: Assessment Online ‘Assessment for Learning in practice’

Melissa has worked hard from the beginning of the year to set up a learning focussed environment where processes and protocols gradually shift the locus of control to allow greater ownership of the learning by students, with a shift of responsibility from teacher to students. She achieves this through:

The students are fully involved in self and peer assessment through the use of peer response groups, where they give each other feedback and feedforward on a specific piece of writing. They have been trained to use this process from the beginning of the year, and will undertake the conversations every two or three weeks. In this task, the students have been engaged and motivated to write an explanation of how their cupcakes rose, through the use of baking powder. The context is authentic, they have an audience for their writing, and they have selected their purpose. They analyse their own, and each other’s writing to consider what they have achieved and where they go next.

Watch video clip 3: Peer response

Questions for teachers:

  1. How does the use of Peer Response Groups develop assessment capable learners?
  2. What would you need to do to ensure your students can respond appropriately to each other?
  3. How often would you use the Peer Response Group strategy?
  4. How do you encourage and develop effective questioning skills with your students?
  5. What questions do you need to develop with students to ensure new learning is identified and evident?
  6. How does Melissa ensure all students understand the learning goals and what these look like?

Phase 4 - Learning Inquiry

Published on: 15 Feb 2016

Self monitoring and collaborative evaluation


‘With appropriate teacher guidance and feedback, all students should develop strategies for self-monitoring and collaborative evaluation of their performance in relation to suitable criteria. Self-assessments might involve students examining and discussing various kinds of evidence, making judgments about their progress, and setting further goals.’ (NZC p38)

The influence of peer group responses

The influence of peer group responses- Stephanie Dix and Gail Cawkwell (PDF 442KB) An article by Stephanie Dix and Gail Cawkwell, University of Waikato.