Modelling meaning making: exploring how Year 5 teachers verbalise their thinking during whole-class modelled writing, and how this modelling influence
Lead Research Organisation:
University of Exeter
Department Name: Sch of Education and Lifelong Learning
Abstract
Modelling meaning making: exploring how Year 5 teachers verbalise their thinking during whole-class modelled writing, and how this modelling influences children's writing choices
Skills' in primary education.
The proposed research would primarily seek to assess the possibility of creating a formative assessment framework for tracking the progress of 'Learning Skills' (a term used in a number of schools and LAs to describe the skills or dispositions necessary for learning to learn, developing positive learning dispositions, metacognition and self-regulated learning) across primary school. Consequently, the core aim of the research is to create a practical, teacher-friendly formative assessment framework that can be used by teachers and children to assess development in Learning Skills, in order to support children to make sustained and informed progress throughout their primary years. Four possible research questions are outlined below:
1. Is it possible to create a formative assessment framework for learning skills that teachers and children find useful?
2. If a framework is to be useful to teachers and children, what approach to formative assessment should it adopt?
3. Can a formative assessment framework support teachers to develop children's self-assessment of their learning skills?
4. Can a formative assessment framework be used to inform track, support and inform planning for the progression of 'Learning Skills' in primary education?
Skills' in primary education.
The proposed research would primarily seek to assess the possibility of creating a formative assessment framework for tracking the progress of 'Learning Skills' (a term used in a number of schools and LAs to describe the skills or dispositions necessary for learning to learn, developing positive learning dispositions, metacognition and self-regulated learning) across primary school. Consequently, the core aim of the research is to create a practical, teacher-friendly formative assessment framework that can be used by teachers and children to assess development in Learning Skills, in order to support children to make sustained and informed progress throughout their primary years. Four possible research questions are outlined below:
1. Is it possible to create a formative assessment framework for learning skills that teachers and children find useful?
2. If a framework is to be useful to teachers and children, what approach to formative assessment should it adopt?
3. Can a formative assessment framework support teachers to develop children's self-assessment of their learning skills?
4. Can a formative assessment framework be used to inform track, support and inform planning for the progression of 'Learning Skills' in primary education?