title: Assessment for learning and fostering student agency and autonomy in technology

authors: Moreland, Judy

subjects: assessment for learning

abstract: In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

text: Assessment for learning and fostering student agency and autonomy in technology In this paper we focus on how assessment for learning (AFL) practices can provide opportunities for students to develop identities as capable and independent learners who are aware of and able to employ a variation of and/or something similar to the accountability systems for knowledge generation and legitimation that are used by technologists. Sadler (1989) argued that the indispensible conditions for improvement are that students move from being consumers to active participants in their own learning and assessment. Carr (2001) adds that learner agency of this kind involves students being ready, willing and able to monitor and progress their own learning. As autonomous and agentic learners, students are attuned to opportunities to learn, to making deeper sense of their own learning and knowing when and how to take strategic action to progress their learning. They have ‘a nose for quality’ and the inclination and means to pursue this (Claxton, 1995). Using examples derived from a three-year research project undertaken with 12 teachers in New Zealand Year 1-8 schools we illustrate how teachers fostered student learning and learning autonomy through patterns of participation that construed learning as a social practice and collective responsibility. We detail the ways the teachers sought to ensure students had access to a range of opportunities for feedback and supported student affiliation with technology. We conclude that the ‘spirit’ of AfL (Marshall & Drummond, 2006) is evoked when teachers have a pedagogical mindset that foregrounds the sharing of responsibility with students as the norm, and when they provide students with opportunities, and the means, to exercise responsibility for their learning and learning progress.

year: 2013

title: Muhammad, Prophet of God [Book review]

authors: Pratt, Douglas

subjects: book review

abstract: This article reviews the book: “Muhammad, Prophet of God”, by D.C. Peterson.

text: Muhammad, Prophet of God [Book review] This article reviews the book: “Muhammad, Prophet of God”, by D.C. Peterson.

year: 2009

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012